Leitura e escrita como práticas de resistência: construindo agenciamentos na escola

Abstract

This paper proposes reflective considerations on discourses and practices of critical and creative (micro) resistance related to the debate on social gender in the school context. To outline features of the global conjuncture, initially, it presents the assumptions that support conservative discourses in the field of education, considering their connections with historical and socio-cultural processes. Then, it addresses practices of (micro) resistance in the context of MS that involve practices of critical reading and production of authorial texts marked by anti-sexist speeches, taking as a reference the socio-educational experiences built in the Inspiring Women Project. Finally, it highlights the practices of authorial writing that contribute to reflective and identity rework and active citizenship. In terms of microanalysis, it mobilizes linguistic-discursive categories of the actional meaning of discourse (FAIRCLOUGH, 2003), specifically intertextuality and assumption, which point to socio-discursive agencying by students.