The memorial as a discursive genre at the university: SULEAR to value and share

Abstract

Based on the reports socialized by my students in the final evaluation of the discipline Prática de Textos, I aim to give visibility to the comments related to the practice of writing of memorial genre, in order to investigate how the experience of writing about oneself at the University suleia to value and share, when transcending proposals of colonial pedagogical tasks. In the methodological scope, I opt for qualitative research, which allows a critical, post-abyssal, (inter)subjective and ideologically marked epistemic perspective, which denounces unique (and idealized) conceptions of text teaching at the University, in a certain way. In the theoretical-analytical scope, I analyze fragments of texts referring to the writing process of the memorial instigated by the critical and emancipatory pedagogy, in the light of a set of reflections brought by applied linguistics. Finally, I consider that we should privilege southern pedagogical practices in favor of a more symmetrical, a more dialogic, a more participatory, a more critical and post-abyssal teaching.