Memórias, leituras e escritas comuns de um protagonista anônimo da história: José Luiz da Silva

• Autor(a) principal: Barbosa, William Rodrigues
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10674
• topic: Readers and Writers Education; The Aged; Social Practices; Autobiographic narratives; Ordinary Writings; Memories; Formação de Leitores/Escritores; Idoso. Práticas Sociais; Narrativas (Auto)Biográficas; Escritas Ordinárias; Memórias; Educação; Escritores e leitores; Autobiografia; Narrativa (Retórica); CNPQ::CIENCIAS HUMANAS::EDUCACAO

The aim of this research is to get to know the educational background of an average individual called José Luiz da Silva, born into a low-income family in the town of Araruna, State of Paraíba, in the year 1929. For this purpose, we resorted to studies involving anonymous protagonists in history, in an attempt to identify the presence - or possibly the absence - of traces of school education in materials produced under the theoretical models in effect in the schools. Two possible sources were combined: (1) the protagonists´ oral tales about life, developed in the course of interviews, and (2) their ordinary writings. We also attempted to identify the difficulties faced by those who, having been deprived of their rights to school education, learned to read and write under different conditions. By means of these indispensable tools to foster development, they took the risk of building their own knowledge in a personal way, especially through reading. The (auto)biographic study revealed part of the interdictions imposed within the Republican State, particularly the crucial periods that crossed the collaborator´s path, which were perceived in a contrary direction. The narratives created during the dialogued meetings made it possible to come into contact with the memories and subjectivity inherent in the collaborator´s identity building process, and to come closer to his complex process of acquisition of knowledge through social practices as he was gradually taking over his passage territories during the process of producing his narratives. The circumstancial proposal contributed to the perception and grasp of details that revealed this individual´s educational process and the uses that he made of his tactics in his condition of subalternity imposed by the same hegemonic models. The research benefitted from the overflow of the memory of a citizen in his eighties, in spite of the absence of objects-monuments related to his passage through school . The experiences (re)constructed by Sr. José Luiz revealed aspects similar to the life stories of other adult individuals: the moment when their right to education is denied to them in their childhood, they re-invent other learning modes and other ways to participate in the literate society