Autobiographical written narratives and the resignification of suffering relationships with reading and writing in Higher Education

Abstract

Anchored in a social and historical perspective, it is assumed that reading and writing practices are dialogical and that the constitution of readers and writers depends on the quality of interactions mediated by and from written language. Literacy conditions, collectively and individually, are continually established as part of an orchestra that brings together meanings, voices, and values ​​in a specific time and space. School/university represents an agency of literacy, where discourses circulate aiming at the production, reproduction, and dissemination of academic knowledge. This study aims to analyze the "suffering" relationships established with reading and writing by academics, as well as to discuss the potential of bibliographic written narratives in the resignification of such relationships. This qualitative study was conducted through the analysis of biographical reports written by academics as documents and sources for research. It was evidenced in this research that the problems and achievements of academics, facing academic literacy, occurred through the recognition of the status of the other's word and the fact that it requires active comprehension and a responsive-active attitude. The narratives resonate with the construction and reconstruction of knowledge that emerged from encounters with singularity and with others. The line of construction and reconstruction of this knowledge is anchored to processes of subjectivization and self-awareness, considering, in this bias, the literacies involved in the students' trajectories.