ABSTRACT
In this paper, we discuss how literary language can become a space of openness and resistance amid routine school practices in formal curricula. Methodologically, we interweave literature and education. On the one hand, we have collected records of reading and writing practices in public schools of Rio Grande do Sul, Brazil. On the other hand, we take the “literary event” as the object of analysis, crossing different paths between text and narrative. Theoretical-methodological analyzes are based on authors such as Roland Barthes, Michel Foucault, Walter Benjamin, Alberto Manguel, and Clarice Lispector. We conclude that the power of the literary gesture as a bildung experience promotes other ways of learning, shifts the way and the direction of teaching, changes the formal relationship with the school time and school, redistributes spaces of knowing and not knowing, thus questioning what we are and what we have become.
KEYWORDS:
literature; experience; bildung