Memória, pós-memória, silêncio e silenciamento: eventos históricos traumáticos e sua influência na educação e na construção identitária de professores

Abstract

This research has investigated the influence of historical events in the education of language teachers through the concept of post-memory, which is a term first used by Marianne Hirsch to discuss the experience of a post-generation regarding traumatic historical episodes lived and experienced by a previous generation. Despite its scarce remembrance, the Military Dictatorship in Brazil lasted 20 years and it is characterized as a great trauma for the history of the country and its population, because it has impacted, and still impacts, various aspects of our lives, such as the education and language teaching. Thus, understanding the concepts of memory and post-memory in the educational field may contribute to breaking silence and silencing in relation to this historical event. From situations in which speaking and listening opportunities are created, teachers will possibly better understand their "being" and "doing", with a view to an education focused on fighting against social injustices and not repeating past mistakes. This research is inserted in the qualitative research paradigm and was developed through the generation of written narratives of English language teachers working in different contexts. As part of the results, the potential of post-memory as a tool for resistance in education was analyzed.