We carry out a critical thought on self-education process based on a learning experience structured around diary writing, namely «itinerant diaries». Diaries, due to their intrinsic critical and generative qualities, can become a locus of emancipation and investigation, in their inter-textual, personal and/or collective tissue, by giving a notion of the specific, expected and unexpected implications and conditions within the co-lived learning process.
If a diary is constituted as a praxis analyser and a motive for learning experience, its meta-analysis leads to its meaning and legitimacy while self-education resource. This implies a change with regard to common education patterns of representation and their object, moving from theory to practice, from practice to authorship and finally from the subject to one’s “work” (seen as reflexive itineration). In this sense, one’s work can be seen as a totality that connects each one with the world: each one with oneself, oneself with Others and Oneself with Things.
|Keywords:||Self-Education, Itinerant Diaries, Writing, Experience, Creativity|
Assistant Professor, Faculty of Psychology and Education Sciences, University of Porto, Porto, Portugal
First Grade Teacher and Researcher, CIIE - Centre for Education Research and Intervention, Porto, Portugal
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