Students' relationship to knowledge through the lens of biographical research and existential analysis
DOI:
https://doi.org/10.28998/2175-6600.2022v14n35p58-75Keywords:
Autobiography, Existential analysis, Relationship to knowledgeAbstract
The article presents a research based on several theoretical frameworks, biographical research and existential analysis, to shed light on the construction of students' relationship to knowledge. The research is based on a self-narrative device, the directed autobiography, which allows students to reflect on the values that preside over their identity construction as learners. The research analyses how the process of subjectivation of students takes place from the register of values. The first results highlight several tests concerning the relationship to school knowledge and its valuation, from which this process develops.
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