Letramentos de reexistência e alteridade na constituição identitária de estudantes da EJA

Abstract

This Formative Memorial comes from a research of the Professional Master's Degree in Letters - PROFLETRAS - of the Federal University of Bahia - UFBA. It includes an intervention project developed in a classroom of Youth and Adult Education in Salvador, which aimed to develop literacy practices that fostered an interactive process of construction of the otherness and identity of the participants. The study, which considers alterity as recognition of the other and identities always under construction, investigates the literary trajectories of these students to uncover significant aspects of their lives, as well as their use of everyday language and the reasons that lead them to seek the continuity of studies in the EJA. The motivation of the research was to try to understand what was behind the common speech of almost everyone when they started the course: "I am here to learn to read and write and to be someone in life." The research is anchored in the theoretical and conceptual contributions of Bakhtin (1992), in the literature studies of Street (1984; 2014), Kleiman (1995), Rojo (2009; 2012), Souza (1980) and Arroyo (2014, 2017), among others. In this paper we present the results of a study of the gender and race relations of Hall (2002), Lino Gomes (2005), Souza and Croso (2007).The (auto) ethnographic action research has invested in the participant observation that allows to immerse in the daily life of the school, in the classroom, in the experiences of the students and the teacher and, therefore, reflect on the context in which events and practices of literacies are located, as well as their daily implications. The intervention took place through pedagogical workshops and focused on the oral modality of the language intertwined with writing and reading; sought to (de) construct the initial discourse of the other introjected in the students' speech by placing under suspicion their social condition of subalternity. The research adopted the ethnic-racial cut, because it was a black EJA and it was tried to work the law 10639/03 to interpret specific questions of the subjects' speech in the midst of the production of the autobiographies and their (re) existence outbursts, in order to to (re) build personal and / or collective memories that have been silenced or socially erased. The analysis of the data reveals that the students initially replicated a Eurocentric social speech, of domination and inferiorization, by conditioning the school to its social ascent and acceptance; however, throughout the intervention process, there was a progressive (dis) construction of this colonialist discourse to raise awareness about the social place of young people and adults as subjects of law; allowing us to reflect on how the use of language in a specific interaction context of the classroom is capable of acting on the identity constitution of these subjects, competing to decolonize the school and humanize our EJA.