Resumen de Sketches for a conceptualization of dramatic autoethnography in educational research
This paper aims to contribute to the conceptualization of theoretical and methodological frames that inform dramatic self-ethnography in educational research. The multiplication of the self into several others and the creation of avatars and virtual communities, as well as the development of dialogues based on performative writing encourage critical reflection on education. Unfolding into a multiplicity of identities fostered by virtual world, a reflection of education is no longer self-centered and dialectic, but acknowledges the tensions and dilemmas that become more aesthetic than scientific.
This work assumes that the creation of autoethnographic and dramatic worlds humanize the educational problems and challenge the dominant ideologies. The paper ends by concluding that the dramatic autoethnography fosters the deconstruction of neutrality and the commitment to change. Above all, the work assumes that dramatic autoethnography can help us to reflect on our own conceptual schemes and their descriptions, confronting them with the revelations of our experience as human beings.
