Teaching what one does not know: strangeness and denaturation in (auto)biographical narrations

Abstract

The thematic focus in this text are the estrangement/denaturation processes in (auto)biographical narrations. The aim of this study was to reflect on the possibility to promote estrangement/denatura - tion in (auto)biographical writings made by teenagers in the space/ time of the classroom environment. The methodological proposal consisted on developing (auto)biographical writings by students from sociology classes in High School. A total of 138 teenagers from a public school, attending the first school trimester in the year 2013, have participated in the study. The concepts of estrangement/de - naturation are located in the anthropology field and, the work with (auto)biographical narrations is located in the socio-clinic perspec - tives and of biographization processes. The results indicate that (auto)biographical narrations provide estrangements/denaturation and go towards teaching what one does not know. We can, then, conclude that this possibility, as an educational act, may generate knowledge suspension to self-inventiveness.

Keywords

• Relatos (Auto)biográficos
• Estranhamento e desnaturalização
• Educação