Learning Experience through Diary Writing: A Case Study

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We carry out a critical reflection on self-education processes structured on writing diaries, namely itinerant diaries. Due to the critical and generative quality of writing diaries, personal or collective diaries may become the locus of emancipation and investigation, since they shed light on the specific educational conditions (expected and unexpected) central to self-education processes. If a diary, in an educational context, becomes tool for analysing praxis, and a low of promoting self-education, then its metanalysis may lead us to the meaning and legitimacy as an educational resource. This implies a change with regard to common educational patterns of representation and their object, moving from theory to practice, from practice to authorship and, finally, from the subject to one's «work» (as reflective integration). In this sense, one's «work» can be seen as a Totality that connects one with the World: one with oneself, Oneself with Others and Oneself with Things.

Stream: Curriculum and Pedagogy; Student Learning, Learner Experiences, Learner Diversity

Paper: , Learning Experience through Diary Writing

Assistant Professor, Faculty of Psychology and Educational Sciences, Porto University. Currently, working on the Ph.D thesis title "Echoes of the educational experiences on the writing activity: the writer's work". My interests fall on educational processes and criativity, creative writing, education and narratives, arts and education, formal and non-formal education.

First Grade Teacher. Currently, working on the Ph.D thesis title "Impacts between the institutional and aesthetic dimension of the arts in formal education" (Doctoral Degree Grand, Foundation for Science and Technology - Portugal). Interests in Art Education, Community Education, Aesthetic Education.