WRITING EXPERIENCES AND WRITINGS OF EXPERIENCE

Abstract

In this article, we initially aim to establish the school as a privileged space for experience, specifically the experience of writing. We seek to articulate a pedagogical project of memoir writing, carried out with eighth-grade students from a public school, with notions of experience as established by Jorge Larrosa and John Dewey. In our brief discussion, we outline a synthesis between experience as an open, singular, and unique lived event (Larrosa) and its complementary counterpart, strategically organized through actions intended to provide meaningful experiences in the school context (Dewey). Accordingly, we aim to demonstrate that the memory-writing project succeeded in articulating these different conceptions of experience. We also present some reflections on writing in Basic Education, particularly regarding its obstacles and challenges, as well as possible paths toward success. The study contributes to the debate on writing as a formative experience and highlights the potential of authorial practices in the educational process.