O entre-lugar no discurso de professores e alunos da educação de jovens e adultos (EJA): identidade e representação

Abstract

This research aims to interpret the identity construction of two teachers and four students from the EJA through their representations face to face Guidelines contained in Proposta Curricular para o ensino de jovens e adultos (EJA), according to Coracini (2003b), the ideology of globalization and homogenization that is common to all tends to ignore the particularities of each one. Like this the institutional discourse form the Curriculum Proposals for the teaching of Portuguese Language to young people and adults provides subsidies in the construction of identity of these teachers and students that work in two public schools, in the interior of the state of São Paulo, based on the theoretical French Theory of Discourse Analysis from Pêcheux (1988), Coracini (2003b) and Foucault (2002). We assume that the Curriculum Proposals for EJA are permeated by the ideology of government as Ideological State Apparatus (ISA), thus government institutions represents its power and prolongs the ideology through these documents that guide the teaching. It is also believed that the teacher is permeated by conditions of production from the official determinations that direct and regulate their practice. As a result, the teaching is influenced by such determinations, the students, as subjects in school education, are the central focus of the teaching and learning process, and have different representations of the school (EJA), which seems oblivious to the necessity students’ learning. The methodology adopted is qualitative and field, to the collection, interpretation and discussion of data we use different procedures, such as: a) contact with teachers and students in public schools; b) preparation of the questionnaire and interview scrip;t c) administer questionnaires to teachers and conducting interviews with teachers and then with students; d) selection and organization of sentences; and e) analysis and interpretation, considering our theoretic. This thesis is organized into three chapters, the first approach the key concepts of discourse analysis of the French line that guided and supported our analysis. The second chapter dealt with the methodological procedures and relate the context of production of Curriculum Proposals for the first and second segment of EJA, the educational context of adult education and the subjects studied and in the third, proceeded to the interpretation of excerpts selected, and so we analyzed the identity construction of teachers and students. Our analysis possible to understand that the identity of teachers and students are in constant process of construction and are permeated by identifications and counter-identifications, since the educational context of EJA is relevant to the students who see themselves as a citizen. The discourse of Curriculum Proposals is not neutral, is permeated by ideology, it is necessary that the teachers are critical to select into those documents what is consistent with the reality of learners. Students represent the EJA as something transformative, and most importantly, determining the construction of their identity as citizens, because that way they see themselves as a "real" citizen.