O livro didático na EJA: possibilidades para (re)invenção de práticas culturais no/do/com o cotidiano escolar

Abstract

This research has qualitative basis with a focus on studies in the everyday (ALVES, 2003, 2008, 2010; CERTEAU, 2011; 2013; Ferraço, 2008). It was carried out in a 3rd phase of class (post-literacy) of the young and adult education, a public school, located in Vale do Reginaldo in Maceió. The aimed was to understand the process of invention of the cultural practices of students the education of young and adults in spaces and times occupying especially in the textbook and problematized: As students invent and reinvent their cultural practices, when use of textbooks in the classroom of the young and adult education? To answer this question and reach objective was used also the oral history approach (PORTELLI, 1997; POLLAK, 2002; THOMSON, 2002), for, through sessions conversations with the residents of the Vale do Reginaldo to know the cultural practices of the locus of research situational context. Study used also to the content analysis procedure (BARDIN, 2009; FRANCO, 2007) textbooks adopted by the Rede Municipal de Educação de Maceió, and for the treatment and approach of cultures themes and cultural practices (CERTEAU, 2011, 2012, 2013). It was also necessary to make use of the techniques focus group with the students; interviews with the teacher and principal of the school and in class observations of the events of cultural practices of students in adult education through the use of textbook. The textbook in this study was considered a cultural artifact and the test result indicated that it contains predominantly folkloric cultural practices, but with possibilities for inventions and reinventions. The data collected, analyzed and intercrossed shown that thinking practitioners students (ALVES, 2003), subjects of the investigation, invented and gave meaning to the cultural practices of space and times who live in space and times of the textbook use, using tactics (CERTEAU, 2012 and 2013), through verbal interaction (BAKHTIN, 1992; FREITAS A. 1999) dialogues conducted in the classroom observed.