Abstract

MACHADO, Adriana Marcondes; FONSECA, Paula Fontana  and  HAHNE, Beatriz Saks. Sharing as a Breach: The Use of Addressed Writing in Team Building. Psicol. cienc. prof. [online]. 2025, vol.45, e274462.  Epub May 12, 2025. ISSN 1414-9893.  https://doi.org/10.1590/1982-3703003274462.

This study highlights research results from a university extension project linked to (name of institution and university). This project aids training teams who work in public education, justice, social assistance, and health institutions. This investigation aimed to develop and analyze an intervention that uses addressed writing (letters) as a strategy toward silencing and naturalization in institutional dynamics that makes it difficult to face problems shared by the teams. We start by understanding that writing effectively invites estrangement, enabling each subject to revisit their practices and conceptions and thus having the possibility of displacement and transformation. The addressed writing strategy was carried out with six professional teams, each of which worked on a specific public service front. In total, 39 letters categorized into three axes were analyzed: changes in working conditions, changes in oneself or others, and affirmation. The systematic process of analyzing the material changed the understanding of the functions across procedure moments and emphasized the strengthening of group discussion as a central ethical-political objective at the base of the formative work.

Keywords : Formation; Writing; University Extension; Institution.

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