ABSTRACT
Although education is a collective, historical, and circumstantial enterprise, the dynamics of the subject of learning is permeated by his/her existentiality and his/her uniqueness. Our objective, in this article, is to analyze significant biographical learning in the construction of becoming a writer, in the literary autobiographies written by Manuel Bandeira (1886-1968), Lêdo Ivo (1924-2012), and Ferreira Gullar (1930-2016). The variability criterion was crucial in the choice of these authors, since their works are marked by different generations and literary schools. Our view is based on (auto)biographical approaches to education, which interrogate the experience of training in the subject temporality, starting from an epistemological approach in which subjectivity is crucial. For this purpose, we initially consider the discussion between autobiography and education and, later, we evaluate how biographical learning is presented in the trajectories of the writers studied. The results of the analysis consider three learning dynamics in their lives: a) becoming oneself; b) training experiences constitutive of autobiographical writing; c) ethical and aesthetic visibility of the world. We conclude by discussing the importance of this learnings in proposing an education for the singularity that recovers these elements of biographical learning in a dynamic and aggregating way.
Keywords:
Education; Learning; Literary autobiographies; Authorship