QUEM SOU EU? Memória e Identidade de estudantes da EJA

• Autor(a) principal: Alves, Cristiane Melo
• Data de Publicação: 2018
• 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/1/14513
• topic: Youth and Adult Education in Brazil; Memories and identity; Personal account; Educação de Jovens e Adultos; Memórias e Identidade; Relato pessoal; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

Based on the questions of the studies on the textual production and about the difficulties of students face, I offer this work a proposal of intervention that aimed to provide for the students the development of written production. The textual/discursive genre chosen was the personal account. This choice was based on the understanding that this genre enables and enhances the practice of writing, and, moreover, allows the students when they have recourse to memory, reflect on your life story, about their identity. Thus, with a better understanding of the life history of the subject of the EJA (Youth and Adult Education in Brazil), I sought help for a didactic-pedagogical task more 9effectively. For this reason, I analyzed 10 clippings from a set of ―Personal Accounts‖ produced by the subjects of the seventh semester of the EJA during the implementation of the project ―Who I am... know my story‖, carried out during the year of 2017 in the CIEP (Center for Integrated Public Education) 465 of the city of Quissamã, in the state of Rio de Janeiro. To describe the life itself, the young and adult care to convey a true testimony that goes beyond a simple task of classroom. Thus, the annunciator gives legitimacy to his speech, exposes the privacy of family life, making it public, and to recall its existence, offers a path of research for the student knowledge of the EJA. From the theoretical point of view, guiding this study discussions about textual/discursive genre according to Bakhtin (2011), Marcuschi (2008), Schneuwly and Dolz (2004) and Ferrarezi (2015); about memory and identity had recourse to Candau (2016). My conclusion is that the literacy activities allowed students with the development of writing through genre called report, as well as the recognition as subjects of their own history. I shoulder the relevance of this proposal for intervention because it presented a look more about the identities of the pupils of the EJA and, thus, has opened up ways to contribute to the realization of students learning of this modality.