MEMÓRIAS E LETRAMENTOS DE IDOSOS: A LEITURA E A ESCRITA COMO PROCESSO FORMADOR IDENTITÁRIO

Abstract

The present work intends to present literacy events in the life stories of eight elderly people, aged 60 to 96 years old, considered “illiterate” due to the low level of education that constitute learning with discontinuous school access, appearing as practices literacies reinterpreted in narratives for the Franciscan population. The model that is proposed as relevant to this research is based on the theoretical conceptions of ideological literacy according to considerations pointed out by (STREET, 1984; KLEIMAN, 1995; TFOUNI, 2001) and on the discursive activities of each subject linked to societal formations (MEY, 2001) in verbal interaction activities. Elders, known as the wisest, and, in some cultures, as masters, were tasked with transmitting knowledge, advice, battle stories and songs to future generations for the purpose of preserving cultural tradition (NGO, 1998 We used the methodology of oral history (THOMPSON, 1992; MEIHY, 1994, 2005, 2007; QUEIROZ, 1988; WELLINGTON CASTELUCCI, 2013; ALISTISTAIR THOMSON, 2004), highlighting the importance of oral tradition and local knowledge in the sociocultural formation of communities and the narratives raised from the data collected in semi-structured interviews (BAUER and GASKELL, 2002). The dialogue with the theorists allowed us to understand the images of the situations and episodes of literacies in which these elderly people participated and showed us how the knowledge experienced by subjects who do not have the domain of reading and writing constitutes a corpus of study. There are many voices present in the narratives that go through social, cultural and ideological literacy, because, in the memories reported, the collaborators attribute values and meanings to writing and reading as socio-discursive practices, and writing has a strong power, because it determines, authorizes, includes and excludes