Memórias, cultura escrita e sentidos da educação de adultos em Moçambique

• Autor(a) principal: Juliasse, Arlindo Cornélio Ntunduatha
• Data de Publicação: 2017
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10447
• topic: Writing; Reading; Culture; Memory; Oral History; Mozambique; Leitura; Cultura; Memória; Moçambique; Educação - Moçambique; Escrita; História Oral - Moçambique; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The investigation aimed to comprehend and construe, intricately, daily reading and writing practices in Mozambique, and the meanings associated by some subjects-readers in a historical and sociocultural perspective, spanning the period of 1964-2014. By means of memory-related narratives, of subjects in social and school contexts (the latter pertaining to the Programa de Alfabetização Regular/ Regular Literacy Program), it was methodologically developed, through the qualitative approach of oral history, based on the possibilities of producing science about how youth and adults in multiple spacetimes become/came readers and writers. In the first context, the research encompassed the memory of three subjects, coming from fights for national liberation and development, when literacy was considered a weapon and a way to bestow power upon the revolutionaries, in Mozambique; in the second context, the investigation was done in three institutionalized Adult Literacy and Education Centers in the country, after the Independence. As key questions the study aimed to discover: how the process of formation of readers and writers in a cultural, ethnical and linguistic diversity context happens, when the literate subjects or the literacy of the subjects has/have Portuguesa as a second language?; which daily practices adults have applied to the incorporation of written culture?; what constitutes literacy to these subjects, in increasingly more demanding contexts, in what relates to ethnical-linguistic diversity and global connectivity?; and what is the place reserved to and meanings of the literacy and writing in the life story of the subjects of adult education? The results highlighted three main movements that the research subjects went through, in order to become readers and writers some in the official Portuguese language, others in native Mozambican languages and some, even, in the combination of these two possibilities. The work glimpsed at elements that enable the transgression that moves from the official Portuguese language to the reading and writing in the native language and vice versa, marking other possible paths for the incorporation of written culture in the various spacetimes. The multiple possibilities of access to texts, methodologies and practices in written culture helped comprehend that the schooling constituted one of the learning spaces, but not the only one, because subjects invent and (re)create themselves daily. Reading and writing events, in relation to sociocultural contexts, constitute singular and particular processes this being the reason by which the formation of readers and writers makes sense to the transformation and learning of the subjects, according to their own social, historical, ethnical and linguistic marks