A escrita autobiográfica feminina na Educação de Jovens e Adultos: subjetividade e memória

• Ano de defesa: 2020
• Autor(a) principal: Maria Marlete de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação e Docência; UFMG
• Palavras-chave em Português: Educação de jovens e adultos; Escrita literária feminina.; Autobiografia.; Memória.; Educação de adultos; Mulheres > Escrita; Mulheres > Autobiografia; Memória
• Link de acesso: http://hdl.handle.net/1843/35527

The current research, conducted between 2018 and 2019, aimed in analyzing the autobiographical texts produced by female educators from EJA (Young Adults Education), focusing on the writing of “I” itself and researching the place of female writing in the Youth and Adult High School Program - Proemja - at the Pedagogical Center of the Federal University from Minas Gerais. The research assumes that women-subjects of this study, mostly black, are deprived of their basic rights, including school education. Therefore, the study seeks to contextualize socio-historically these students coming from a deprived social class. For that, the researcher worked with the reading of the biographies and works of the black writers Carolina Maria de Jesus (Room of eviction - diary of a favela) and Conceição Evaristo (Poems of remembrance and other movements). Based on studies on EJA in Brazil (Freire 1979, 1981, 1994; Arroyo, 2008), on critical studies of literature teaching (Soares, 2004; Marinho, 2010; Bakhtin, 2003) and on studies on intersectionality (Crenshaw, 2002; Akotirene, 2018), among others, the research aimed the analysis of the autobiographical literary texts written by the female educators regarding the marks of difference concerning gender, class and race / color. This research is conducted by the qualitative research principles and the data was collected using questionnaires and a didactic sequence in the classroom followed by reading and discussing the works read and autobiographical text production. The research was developed with the analysis of texts of ten female educators selected for the study. As a product of the research, it was published the book “Memories and autobiographical stories of Proemja”, with all the texts of the female and male educators participant in the study. This book represents a rich didactic and paradidactic material in the field regarding reading and textual production both in EJA, as in other teaching modalities. The autobiographical stories written by the female educators from Proemja-UFMG show the past of exclusion experienced by them, while showing the achievements and hopes of better days.