Vozes poéticas: o eu-feminino nas histórias de vida das estudantes do CEPI Matilde Margon do Município de Catalão – GO

Abstract

This research aimed to understand the main processes experienced by young women through the writing of autobiographical poems. To achieve this purpose, three specific goals were outlined: initially, to investigate works developed on young women in dissertations from the last five years; next, to identify the youth processes expressed in the poems; finally, to better assess these processes of constructing young women within the proposed framework, aiming for a deeper understanding of this youth construction. The theoretical foundation of this study is based on the concepts of autobiography outlined by Josso (2010) and Passegi (2011), as well as the concept of experience proposed by Larrosa (2011), which serve as the foundations for this scientific research. It also draws on contributions about the feminine in literature from Beauvoir (1967) and Hooks (2018). A total of 29 young women from the first year of high school participated in the autobiographical research, of which only 21 submitted their poems. In order to sensitize the students to self-writing through poems, I used workshops as the methodology, divided into four stages: Choosing the literary genre; Poetic Moments; Poetic Weaving; Self- reading. After the workshops, I moved on to the phase of understanding the written poems, aiming to comprehend the youth processes expressed in them, establishing an analogy with the categories found in Erbs and Abreu (2020) in their memoirs and those presented in the students' poems. Thus, I identified in the poems written by the young women the categories of Abandonment, Anxiety, Lack, Violation, Violence, and Veiled. It is worth noting that, aiming for the complete anonymity of the students, I used pseudonyms of famous poets to reference the students mentioned in the dissertation. The choice of narrative as a methodological option proved to be the most suitable for articulating theory and practice, as through the writing of autobiographical poems, it was expected that the students would reflect on themselves, their place in the world, their past, and present. This study used the (Auto)biographical method based on the qualitative approach, grounded in bibliographic research. The results showed that through writing, these young women are constituted by various processes that traverse their existence, such as society, patriarchy, abandonment, violence, and other forms of oppression identified through autobiographical writing.