O que eu digo sobre quem eu sou: a construção narrativa do autoconceito

Abstract

The narratives produced about and by students diagnosed with learning or behavioral disorders and the underlying stigma can have impacts on the development of psychological dimensions of these students, for example, selfconcept.This study aims to investigate whether diagnoses of learning disorders have any effect on the construction of self-concept and selfperception.Interviews were conducted with eight male students from a public school in São Paulo, aged between 11 and 13 years, diagnosed with learning or behavioral disorders.Interviews were also conducted with the legal guardians of the students and with the school's pedagogical coordination regarding these students.The Self-Esteem and Self-Concept Scale for Pre-Adolescents (EAAPA) was applied.The analysis of the interviews followed Jerome Bruner's perspective on the narrative construction of reality.Participants showed below-average results in the dimensions of academic self-concept and nonacademic self-concept.The narratives produced by the participants, their legal guardians, and the school's pedagogical coordination were in line with the hypothesis of stigmatization of these students and corroborated with the results obtained in the EAAPA.It is concluded that studying the construction of self-concept through narrative as proposed by Jerome Bruner constitutes a tool with great potential for future research, and that new studies can benefit from this approach for the investigation and formulation of strategies for the construction of a positive self-concept.

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