Do esforço pessoal à admiração estética: a constituição de uma identidade de leitor

• Autor(a) principal: Veiga, Alfredo César da
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/24286
• topic: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL; Alfabetização adulta; Estética; Identidade; Adult literacy; Aesthetics; Identity

The primary source of this research is people, more specifically adults between 40 and 70 years old, whose dreams, desires and sufferings were welcomed, considered and taken seriously. One of the conclusions of this research was to verify that illiteracy is considered an aberration from the context of today's society, where the illiterate person is marked with a stigma, a shame, a reality that needs to be hidden at any cost. But it is also the product of several factors that combine and intertwine, from socioeconomic, psychological, geographic and little importance in the educational process by family members, state policies, etc. This work has aesthetics, according to Alexander Baumgarten (18th century), its epistemological axis, an aesthetic that is not only a contemplative admiration of a work of art, but, above all, a praxical attitude towards the contemplated situation, born of indignation and critical analysis. In this sense, the main thesis of this work is to find that “aesthetic moment”, when the illiterate first encounters reading, when he manages, for the first time, to recognize his own identity in the signature that he himself was able to write and read. The general objective is to understand the identity process of the literate person in adulthood, and as specific objectives, to analyze how emotions and feelings are involved when the neoliterate person recognizes himself in the writing of his own name and to analyze the metamorphoses made possible by literacy. The work proposal was made through action research and interviews. The researcher, through the Paulo Freire method, taught how to read and write and, as the method suggests, informal conversations were made during the classes, from which the students' life history reports emerged and which served both for the formation of conscience, which Paulo Freire calls “generating themes”. A group of eight people was chosen from among students who enrolled in the course for an Adult Literacy course. It was decided to “permeate” the whole thesis of the stories that were heard, considering that it is a thesis that was born from the reports, was based on the reports and came to life thanks to them. This is a way of valuing the speeches and prioritizing them