Gênero, raça, classe e letramento: a resistência de jovens mulheres por meio da fala e da escrita

• Autor(a) principal: Silva, Paula de Almeida
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/001300000325z
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/8450
• topic: Gênero; Raça; Classe; Letramento; Feminismo; Gender; Race; Class; Literacy; Feminism; LINGUISTICA::LINGUISTICA APLICADA

This thesis presents the investigation of the interweaving between genre and literacy, through the narratives and writing of young women. Informed by feminist studies (BUTLER, 2007, CARNEIRO, 2005, GONZALEZ, 1988, HOOKS, 2004, SCOTT, 1995, RUBIN, 2007) and by studies that relate gender and literacy (BALLARA, 1992; PINTO, 2011; STROMQUIST, 2015, ROBINSON-PANT, 2004), this study was carried out in the city of Goiânia, Brazil, during the years 2014 to 2016., having as participants eleven young women, with the purpose of promoting reflection on the conditions of women through the sharing of participants' life histories and through their written productions. The central objective of this work is to analyze how the sharing of stories impacted the lives of the research participants in order to contribute with the theoretical reflections on literacy and gender. For the study to be carried out, the path of ethnographic research was followed (BLOMMAERT AND JIE, 2010, REES AND MELO, 2011), as well as the steps of the qualitative research presented by Denzin and Lincoln (2013), and feminist research (DILLARD AND OKPLAOKA, 2013; HARAWAY, 1995; HARDING, 1992). The results of the data analysis show that by sharing their stories with each other, the memory, perception, and construction of what it is to be a woman in our society have been scrutinized by intersecting race, class, and literacy to address gender, gender inequality (STROMQUIST, 2007, STREET, 2014 and KLEIMAN, 1995). The understanding, recognition of life stories in the histories of others (COLLIN, 2013) and the re-signification of the bonds between women and promoted a literacy for the purpose of sharing and reflection on the place of women in the world, placing the participants as promoters of literacy events and feminist practices.