Autobiographic narratives and academic writing

A look into self-disclosure in monographic texts from the Pedagogy/Education academic major

Abstract

The present paper aims to understand, by analyzing experience choices and the way they are narrated, how undergraduate students in the Pedagogy/Education major insert themselves as authors of their autobiographic texts and use distancing and self-objectification strategies. Thus, after a theoretical approach regarding topics such as authorship, individual conscience, excess of seeing and knowledge and self-objectification, sentences from four academic papers were discussed in the analysis. Our proposal aimed to organize itself based on works such as Toward a Methodology for the Human Sciences (BAKHTIN, 2017) and Toward a Philosophy of the Act (BAKHTIN, 2010). Resulting from our investigation, we highlight strategies such as lexical choice (metaphorization, adjective employment) to give a semiotic and valuated perspective to the narrated events; the employment of first person and the open dialogue as ways to instantiate ethics and responsibility for the assumed positioning, as well as to materialize predictions regarding the social auditorium of texts produced; and the construction of a text project in which the participating agents in the retold acts are categorized and their actions are re-accentuated in a dialogue with other narratives. The discussion proposed in this paper is justified by the importance of attracting attention to contemporary discourses uttered by subjects that comprise Basic Education and to the valuations produced regarding their identity and the scope of their professional performance, in the aim of, in an active and ethical commitment, taking an empathetic, exotopic and attentive look on educators, mainly those who are in the initial stages of their teacher training.