A vida como texto, a sociedade como contexto: despertando a imaginação sociológica por meio de trajetórias autobiográficas

Abstract

This work proposes the development of teaching material that uses autobiographical narratives as a methodological resource to analyze, through concrete examples, sociological categories associated with the selected works. The aim is to contribute to the development of sociological imagination as an operational tool for understanding social reality. To this end, concepts such as gender, social roles, gender-based violence, intersectionality, social coercion, power, domination, and social classes are mobilized, based on the life stories of Maria da Penha (Sobrevivi... posso contar), Carolina Maria de Jesus (Quarto de despejo: diário de uma favelada), and the short story “Saura Benevides Amarantino” by Conceição Evaristo (Insubmissas Lágrimas de Mlulheres). These narratives are analyzed from a perspective that connects their experiences to the concept of gender—as an analytical category of social relations—and, consequently, to the relationship between individual and society. This approach seeks to deepen the understanding of social phenomena and their connections with individual trajectories, while considering the necessary care in the didactic transposition of scientific concepts and the historical and methodological limits of sociological theories. Through interdisciplinarity, encouragement of reading, and the production of diverse textual genres, it is intended that these stories serve as pedagogical tools capable of fostering processes of identification, reflection, and sociological analysis among students. The development of this material required a bibliographical review of the concepts addressed, as well as a critical analysis of the curricula and textbooks approved by the PNLD regarding the presence (or absence) of these topics. It is expected that this material will serve as a didactic resource capable of making the teaching of Sociology more dynamic, accessible, and connected to concrete social experiences, thus fostering learning processes that articulate theory, critical reflection, and lived experiences.