The individual is also social

Autofiction and gestures as revealing aspects of the identity of high school students.

Abstract

The theme outlined in this internship reflection is autofiction and gestus to define the behavior of students in the classroom, thus were outlined as objectives to observe the relationship between students and the creation of character from their own reality and identify and reflect on the autofiction and the concept of Brechtian gestus present in activities performed by students. The experiences during this process raised reflections and generated the main objective of this article: to analyze in detail the materials obtained during the process. For the methodological reference, the work was supported by Mirian Souza Rodrigues Ferreira (2018), who discusses the theatrical language in the arts curriculum in high school, and for thematic foundation we relied on the text of Willi Bolle (1976), who contextualizes and conceptualizes the term social gestus, and Edson Ribeiro da Silva (2019), who conceptualizes and makes a historical overview of the autofictional genre. As a result, we conclude that the gestus presented by students in their autofictional productions should be questioned in the classroom to promote reflection and debate, in order to raise awareness about their own actions and challenge the stereotypes that the school may have about them. This approach can contribute to deconstructing prejudices and stigmas associated with students.