Resumen

CHAGAS, Maria de Fátima de Lima das  y  PELLANDA, Nize Maria Campos. School literacy and technological coupling: authorship and subjectivity practices. Rev. Polis Psique [online]. 2020, vol.10, n.3, pp.07-30. ISSN 2238-152X.  https://doi.org/10.22456/2238-152X.84810.

This text deals with an experience lived with students of the 5th year of a public school located in the countryside of Rio Grande do Norte in a peripheral area. The experience aimed to live literacy practices with non-literate students aged 10 to 16 years, considering their subjectivities, their life paths and their interactions with digital technologies. The research is theoretically based on the studies on human-technology couplings in their life contexts addressed by Simondon (2007) and on the theory of biology of cognition by Maturana and Varela (2011), where knowing is a condition of life. In the methodology, cartography made it possible to monitor the processes experienced in the workshops and in the conversation circles. As a result, students were able to autonomously produce their literacy course, for which some technologies contributed to the reinvention of their ways of learning.

Palabras clave : Authorship; Digital Technologies; Self-narratives; Learning.

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