O tratamento dado às juventudes nos gêneros textuais do livro didático de ciências sociais da educação de jovens e adultos

Abstract

This work’s object of study concerns the youth in Youth and Adult Education (EJA, in Portuguese). Our guiding question is: What treatment is given to youth in textual genres in the Social Sciences textbooks used on the third phase of Youth and Adult Education. The locus of our research was post-literacy classrooms from the Municipal Schools in the city of Arapiraca, Alagoas. The study had as a category of analysis, the youth and as subcategories, the textbook and textual genres. It was based in theorists, such as: Carrano (2002, 2003, 2009), Sposito (1997, 2002, 2003), Andrade (2004, 2008, 2009), Levi and Schmitt (1996), Choppin (2004), Moura (2007), Oliveira (2007), Coracine (1999), Marcuschi (2008), Santos (2004), Bardin (2009), Ludke and André (2005, 2007), Flick (2009), Chizzotti (2006), among others. It consisted of a qualitative research, taking as a research strategy, the ethnographic case study. We carried out theoretical studies as well as a field research using as data collection instruments: questionnaires, interviews, document analysis, focus groups and field diaries. Data analysis was based on the content analysis technique. Combining all content sources, the analysis showed that most of the textbooks analyzed neglect the youth, and when they timidly appear, they are treated as by age, as a transitional period, marked by the biopsychic development, and this way denies the condition of the young as a historical, social and cultural subject. On the other hand, teachers and students from EJA (Youth and Adult Education), following the path of overcoming ageism, and far beyond the margins of the textbook, visualize the youth as a category that builds themselves, as a state of mind, as real individuals, and their insertion in “EJA” as a positive factor.