O Potencial agentivo da leitura de obras literárias de autoria feminina: uma experiência etnográfica no contexto escolar

Abstract

In this paper, we are interested in reflecting on how the school can enable student agency based on discursive-identity practices in Portuguese Language classes. Our central argument is that discursive-identity practices involving gender technologies (female authored literature) with agent potential, which intersectionally encompass other substrates such as class and race, inserted in the Inspiring Women Project training device, are associated with formative experiences with the potential to promote student agency. The analysis of empirical data points to the emergence and intensification of three forms of agency within the school: in relation to the self, the other and the social reality.