Memórias socioculturais e seus efeitos de sentido: uma proposta de pesquisa-ação com alunos do Ensino Fundamental II do povoado Boca da Mata- Atalaia/AL

Abstract

This research presents analysis of the sociocultural memory’s effects of sense about work and education of Boca da Mata village at Atalaia- Al in a municipal school and its activities of 7th-grade students. This work comes from PROFLETRAS/UFAL that has given through students groups analysis and thematics interviews related to the history, to the family, to the job, to the education and to the fun and games ways, with the community elders. Besides photographs, these audio and video interviews were recorded, and it was used for gathering data to didactic activities of this research. This study hypothesis is that the construction of knowledge about the history of the place and sociocultural reality might sensitize the students about studies relevance, beyond awake the interest to search in basic education, in this way, contributing to teaching/learning improvement of language through resources related to multiliteracies lived by them. Thereunto, this study had references from the works about dialogism and polyphony (BAKHTIN, 2009); memories and social representations (MORIGI, 2012; VON SIMSON, 2006); memories and identities (POLLAK, 1992; DELGADO, 2003) and about discursive genders and multiliteracies theories (ROJO, 2010, 2012), among others. The research methodology applied is classified as qualitative, substantiated on dialectical method with the action-research approach. Through this research conclusion, the goals aimed were reached, which led to pedagogic change possibilities and the students' motivation about the value of lecture from the place’s historical knowledge production where they live. The proposition was presented as positive, mainly, in transforming praxis contribution, not only the researcher- teacher but the whole school. Furthermore, the answer for this research’s issue, it is meaningful, that the construction of the knowledge of the history of the community and its socio-cultural reality can, yes, modify the teaching-learning process of the elementary school students of a municipal public school and, consequently, improve the school practices from the Portuguese language teaching.