ABSTRACT
The autobiographical discourse is not limited to the episodic narration of what has been lived. It finds its foundation in the human action of narrating configured in the temporal course of experience. In this paper, we propose an interpretation of the narratives of young readers from the backlands of Rio Grande do Norte - Brazil, focusing on their Literary Education processes. The data reveals their perceptions about the gesture of composing memories and narrating them, in addition to their relations to Reading and Literature as symbolic knowledge. We are interested in understanding their literature reading narratives based on the memories evoked during individual interviews, highlighting the heuristic and autopoietic value of the self-narrative. The analysis suggests that the act of narrating plays an important role in young reader’s lives as it brings the possibilities of reframing the past, assigning new meanings to the present and envisioning life projects in the future.
Keywords:
Self-narrative; Reading memories; Literary Education; Narrative knowledge; Autobiographical reflexivity