Desalinho à norma: um estudo de caso sobre marcas de oralidade em produções textuais na educação de jovens e adultos

Abstract

This paper investigates how the identity construction of adult students, revealed in oral marks in his/her writing, has been pedagogically treated by schools and teachers in government programs like EJA (Youth and Adult Education) in Brazil. Upon arriving at school, the youth, the adult and/or the elderly brings with him/her the linguistic context which is part of his/her everyday life, a way of speaking that is their own. It is common that this way of expressing him/herself is transferred into his/her writing, what is often seen in the light of prejudices. Thus, the student needs to adjust to a new space in which a different established grammatical code is imposed. Moreover, the concept of education based on modern thinking tends to put in a school failure situation anyone who does not fit into an ideal type. To carry out the fieldwork we chose to follow the qualitative and ethnographic methodology, through a case study. From the semantic categories of oral traits, error correction and teacher training, research has shown that the school has not been able to accept the identity marks of their EJA students, nor promote an intercultural dialogue between the narrative knowledge of the student with the Cartesian knowledge of the school environment. The survey revealed that the school has been segregating, rather than including, the learner who has his/her thinking based on the oral language and therefore writes in a different way from the grammatical pattern. Language prejudice was revealed, to the extent that students’ texts are marginalized and considered not to be correct. We found a theoretical gap in the field of teacher training, which does not allow him/her to recognize different linguistic styles and their motivations, and, therefore, does not prepare him/her to intervene in the teaching-learning process in an appropriate way. We could conclude that literacy studies, in the perspective of Inclusive Education, would bring in an excellent contribution to teacher training in adult education, as it understands learning as a socially motivated process.