A constituição discursiva identitária de discentes da eja face às (in) certezas de seu cotidiano

• Ano de defesa: 2020
• Autor(a) principal: Silva, Maria Hosana Ribeiro da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Letras; Mestrado Profissional em Letras (Profletras); UFPB
• Palavras-chave em Português: Discentes da EJA; Identidades; Discursividades; Contextos sociais; Students of EJA; Identities; Discursivities; Scenario; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/18444

Globalization and contemporary technological advances have been promoting social transformations, allowing a break with historically imposed concepts and a reconstruction of identities. There is a relationship between our discourses, regimes of truths in which they are inserted and our identity constitution; therefore, it is through discourse that people constitute their identities. In this context, this work proposal has as its theme the identity discursive constitution of YAE students. We asked how YAE students position themselves discursively, in sectors of society (school and work), when (re) constituting their identities and assuming their social roles in the fluid and (un)certain world? The research group is a municipal school located in the city of Goiana - PE. And, the main goal is outlined: to analyze how students of Youth and Adult Education position themselves discursively, in sectors of society, when (re) constituting their identities and reproducing their social roles in the fluid and (un) certain world. The work is inscribed in the field of Applied Linguistics and it’s also based on Foucaultian theories and notions of French Discourse Analysis (DA), such as, discourse, interdiscourse and discursive training, in addition to addressing theoretical social issues. From a qualitative and interpretative nature, we adopted conversation rounds and interviews as methodological procedures. It also presents actions that carry out an intervention proposal in pedagogical workshops, which detect public or student meanings about reflections on the functions that society exercises and contribute to (re) constituting themselves as individuals known for their rights. The implementation of this work proposal signals positive movements in the discursive approach of the research subjects, so that these amplifiers become meaninglessly aware of their contributions to the country's social development process.