Creative writing: social discursive imaginaries and education

Abstract

This work aims to analyze the discourse about creative writing present on the social media Instagram and the National Common Curricular Base, comparing them, using the semiolinguistic theory of discourse analysis. We aimed to understand whether the notion of writing currently heavily circulated in virtual media is also included in official documents about education. The specific objectives are limited to carrying out a survey of theoretical texts to be explored on the topic in question and building reflections based on this. The research methodology adopted is exploratory. Finally, nowadays the imagery present on social media Instagram about writing is strongly commercial, with the idea of ​​quick learning. In BNCC, there is a socio-discursive imaginary about writing with a discursive perspective, but without considering the literary text.