Technoscientific aspirations for innovation and the revolts of narrative memory

Authors

DOI:

https://doi.org/10.5212/PraxEduc.v.21.26160.057

Abstract

This essay discusses the meanings of memory and narrativity for human formation, invoking principles of justice, belonging, and recognition in a shared world in which aspirations for innovation intertwine with the demands of lived experience. It adopts a philosophical-hermeneutic approach grounded in an interpretation of Ignácio de Loyola Brandão’s short story O homem que queria eliminar a memória [The man who wanted to erase his memory] as a reflective medium. The theoretical framework brings together contributions from Walter Benjamin, Reyes Mate, Jeanne Marie Gagnebin, Paul Ricoeur, Maurice Halbwachs, and Adauto Novaes, among others. The essay examines how technoscientific rationality strains the relationships among past, present, and future, leading to the erasure of memory and narrativity. It argues that the revolts of memory—functional, temporal, and formative—constitute ethical, epistemological, and political acts of resistance to the impoverishment of experience and technological acceleration, reaffirming narrativity as a condition for human formation and the construction of a shared future.

Keywords: Memory. Narrativity. Human formation.

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Author Biographies

  • Juliana Marques de Farias, Federal University of Pelotas

     

    PhD candidate in the Graduate Program in Education at the Federal University of Pelotas. Holds a master’s degree in Education from the same institution. CAPES scholarship holder in the project Observatory of Basic Education: Impacts of the Pandemic on the Right to Education and the Reconfiguration of Teaching Work. Member of the Research Group Laboratory for Teacher Education and the Recognition of Childhoods (Labforma/UFPel/CNPq). E-mail: teacherjulianafarias@gmail.com

  • Maiane Liana Hatschbach Ourique, Federal University of Pelotas

    PhD in Education from the Federal University of Santa Maria. Associate Professor at the Federal University of Pelotas, teaching in the Pedagogy program and in the Graduate Program in Education (PPGE/UFPel). Leader of the Research Group Laboratory for Teacher Education and the Recognition of Childhoods (Labforma/UFPel/CNPq). E-mail: maianeho@yahoo.com.br

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Published

2026-08-03

Issue

Vol. 21 (2026): Publicação contínua

Section

Dossiê: Estudos narrativos: sujeitos e contextos educativos

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How to Cite

Technoscientific aspirations for innovation and the revolts of narrative memory. Práxis Educativa, [S. l.], v. 21, p. 1–18, 2026. DOI: 10.5212/PraxEduc.v.21.26160.057. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/26160. Acesso em: 6 aug. 2026.