Histórias de letramento de sujeitos egressos da Educação de Jovens e Adultos.

Abstract

The aim of this dissertation is to provide the results of an investigation on the social literacy practices of two persons who finished their high school in a program of EJA. They are effective employees of the Municipal City hall of Campina Grande, working in the functions of administrative advisor ( person A ) and street sweeper ( person B ). It is searched, through the use of instruments and methodologies traditionally specific of the ethnography, and of the analysis of documents on the Education of Youths and Adults, for answer to the questions - How do the persons who finished that program, who practice public functions in low remuneration services, deal with the everyday practices, the events and the texts in diversified domains of life? and What changes did happen in the literated practices of those persons in relation to their life courses?. This dissertation is based on the New Studies of Literacy, or Social Theory of Literacy (Szwed, 1981; Barton and Hamilton,2000; Gee, 2000;), emphasizing the notions of workplace literacy (Descardeci, 2005) and home literacy (Heath, 1982, 1983). In relation to the first question, the results of the research suggest that the person A, to carry out the advisor administrative profession, doesn't develop reading practices in his workplace, but he deals with printed materials, through writing practices of bureaucratic documents. On the other hand, there are not literacy demands for the person B practicing his street sweeper profession. The home domains data of the persons reveal that the objects, the practices and the events include different uses of writing and the overlap between several literacies, revealing the characteristic of the multiliteracy. It is also noticed that the literacy practices of the person B are more diversified than the ones of the person A, because he uses different literacies (religious, academic and community) in the construction of his project of becoming a political man. In relation to the second question, the data reveal that there was not mobility of the persons in their workplaces as a result of the schooling. It only provided the mobility of the persons in the academic domains, (joined in the university). the history of persons' self literacy, motivated by differentiated life projects, also contributed to that mobility.