Letramento, escrita de si e identidade: Um estudo de caso

• Ano de defesa: 2013
• Autor(a) principal: Rivania Maria Trotta Santana
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: identidade; enunciação; Letramento; sentido; escrita de si; Análise do discurso; Autobiografia; Enunciação; Identidade
• Link de acesso: http://hdl.handle.net/1843/MGSS-9KPQFE

This work constitutes a case study which applies an ethnographic approach to the process of non-formal literacy of a woman who, for her living conditions, could not attend school regularly during childhood and adolescence, and, therefore, did not satisfactorily complete her literacy. In this study, we took the individual dimension of literacy, as stated by Soares (2000), which concerns the development of skills related to the social practices of reading and writing. By "non-formal literacy" we understand the process that is developed outside the school, but is organized from defined objectives and presents certain systematization of procedures, which are adopted for carrying out the learning process. In this case, the procedures are the writing and recursive rewritings of the subjects life history in order to turn it into her autobiography, observing language educated norm and the reading of autobiographical texts. In the literacy process under investigation, while writing and rewriting her life history, the subject builds up the experience necessary for improving knowledge about the writing skills, the autobiographic genre, the educated norm and the standard norm of the language, which helps her to organize her memories, constructing the knowledge about herself and the world. Hence we understand that this type of writing as a "writing about oneself", in accordance with Foucault (1983). It is from this writing about oneself perspective that we conducted the literacy process and collected data, which constitutes an (auto)-biographical approach. In this case study we intended to reflect upon the subject's relation to language and writing, considering the constitution of the subject-author in the first version of the text and the identity issues emerging during the process of literacy. We take the Semantics of Enunciation and the French School of Discourse Analysis as the theoretical framework for an analysis from discourse and enunciation perspectives.