A democratização da memória de alunos da educação de jovens e adultos

Abstract

This research articulates the teaching practice to the pedagogical concepts that characterize the specificity of Youth and Adult Education (EJA) in Basic Education during the final years. Thus, it proposes the development and implementation of a sequence of activities, directed to a group of the Eighth Phase of a public municipal school in Juiz de Fora, from anchored language practices in the genre report on life experience. Its main objective is to democratize the memory of students from EJA, contributing to the review and the displacement of social stigmas (ARROYO, 2001) about this public, who treat it, a priori, as repeating, evaded, outdated and accelerable, excluding dimensions of the human condition of these students, basic to the educational process. Specifically, it has allowed the reflection on the linguistic system and the language used in oral and written form, analyzing the grammar / discursive phenomenon of the operators that allow textual progression (KOCH, 2015). The theoretical basis underlying the proposal has been based mainly in discussions of youth and adult education (FREIRE, 1980, 1981, 1987; VENTURA; RUMMERT, 2011; SAMPAIO, 2009; CARRANO, 2007), on the approaches of discursive genres (BAKHTIN, 1997; SCHNEUWLY; DOLZ, 2004; BRONCKART, 2012) and on the respect of linguistic analysis and reflective teaching grammar (MENDONÇA, 2006; BEZERRA; REINALDO, 2013; ANTUNES, 2014). The research has also found reflections in relation to memory practices and heritage from the perspective of diversity (POLLAK, 1999; BOSI, 2003; ANDRADE, 2010) .The intervention results have shown significant advances in the use of markers responsible for the textual progression and, above all, the autonomy of the students in the investigative process of language phenomena. Furthermore, by instituting them as narrators of their own life experiences, the students were able to secure social bonds lost in contemporaneity.