Filigranas da memória: a construção de narrativas de histórias de vida na EJA

Abstract

The present research was carried out in two classes of the EJA of a school of the state network located in the periphery of Belém and deals with the production of narratives of memories by the students. The theoretical approach is based on the bundling between memory and consciousness, according to the foundation provided by Bakhtin / Voloshinov (2014) and Ecléa Bosi (1994). In the work of Bakhtin / Voloshinov (2014), we seek the concepts of sign and consciousness, and Bosi's, the concept of memory. We try to show that these notions are articulated to the extent that, when the memory is rebuilt, we proceed to the construction of discourses that reflect and refract the reality of the society in which the subject is inserted. The guiding question is: How to teach writing through EJA student memories? The general objective is to contribute to the improvement of the writing of these students, in order to overcome the resistance to this type of text production, leading them to improve their skills in relation to the use of the Portuguese language. As specific objectives, we intend to: a) diagnose the difficulties in the production of texts; b) overcome the students' resistance to the narration of the facts of their life in the construction of their memories; c) develop rewriting skills to improve their texts regarding narrative structure and content, and d) discuss the paradoxical situation in which these students meet while being included and excluded in society. The adopted methodology consisted in the accomplishment of an action research applied in two moments. In the first, the pilot research, we work with: writing, individualized guidance, audio recording of memories and rewriting. The results of the pilot research served to perfect the final research. In the second, the final research, we work with: writing, study of the narrative structure, literary reading, audio recording, textual-interactive correction and rewriting. As a final result, we find that it is possible to teach writing through narratives of life stories, since, in narrating, while reconstituting the filigrees of his memory, the student improves his / her language skills and reflects upon himself and on the other, reviewing the ideologies that form their consciousness and their space in society.