Inhabiting worlds foreign to us: formation and narration

• Grant number: 22/00263-0
• Support Opportunities: Scholarships in Brazil - Doctorate
• Start date: May 01, 2023
• End date: April 30, 2027
• Field of knowledge: Humanities - Education - Fundamentals of Education
• Principal Investigator: José Sergio Fonseca de Carvalho
• Grantee: Denizart Busto de Fazio
• Host Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil
• Associated scholarship(s): 23/05811-9 - Inhabiting worlds foreign to us: formation and narration, BE.EP.DR

Abstract

Opposing the functional or pragmatic approaches of literature within education - which confine the presence of narrative to shielded pedagogical procedures controlling the word and its effects -, this research aims to understand the possibilities lying in the experiences of formation relying on the interpretation narratives. It aims therefore to inquire into the collective encounter with narrative in its potential to invite us to inhabit worlds that are foreign to us. The investigation will develop by way of an articulation between Paul Ricoeur's hermeneutics, Hannah Arendt's phenomenology, and the listening of formative narrative experiences. We are interested not only in the performance aspect of these experiences, but also in the meanings attributed during their reception, acknowledging their role in the process of subjectivation and constitution of the self as a "human and adult," as stated by Ricoeur (1988, p. 24). Such subjectivation does not result from a plunge into a supposed interiority, but rather from the contact, appropriation, and fruition of works that communicate human experiences. Yet ours is not an empirical research on the possibilities of the narrative, but a theoretical study that recognizes the importance of listening to those inserted in experiences in which the narrative act plays a central role. In addition to having Prof. José Sérgio Fonseca de Carvalho as advisor, within the Graduate Program in Education of the Faculty of Education, University of São Paulo, Brazil, this project will be co-supervised by Prof. Leandro de Lajonquière, within a doctoral co-tutelage program at Université Paris 8 - Vincennes Saint-Denis, France.