O papel das práticas de leitura e escrita na ressignificação de experiências pessoais traumáticas de mulheres na educação de jovens e adultos

Abstract

The general aim of this work is to highlight the importance of literary practice for women who have lived through traumatic experiences and the transformations that reading can bring about in readers in situations of violence. This research deals with the analysis of investigative practices in Youth and Adult Education, a place of stories of suffering, pain and the struggle for life. Students from the EJA class took part in the project over the course of a two-month period. In order to achieve our objectives, we started from the theoretical conceptions of literature by Cândido (1987) and Todorov (2009), which helped us to select the short story “The Weaver Girl” by Marina Colasanti (2018), and based on this choice, workshops were held to read and discuss the work. Subsequently, the EJA students were asked to write their own story of an emotional relationship with another person: their spouse or partner, or situations they had experienced in the family. In class, we tried to develop meaningful learning that would help to enhance the encounters. The results of this study showed that, through the activities, the students were able to verbalize their life stories, knowing that they were being listened to by interlocutors who had lived through similar or even worse experiences. The participants' writing points to a context of violence that still reigns in our midst and that the school can help to change this situation by raising awareness among both women and men. It also points to the importance of activities involving literary reading as a space for dialog and human respect. Undoubtedly, the study reveals that it is the school's role to be concerned and involved with practices such as the one developed to ensure human rights, contributing to a fairer society and fulfilling its social function.