"Mas eles tinha que pôr tudo aí, ó! Isso tá errado, uai!... Seis... Eu vou mandar uma carta prá lá, que ele não tá falando direito, não!": mulheres em processo de envelhecimento, alfabetizandas na EJA, apropriando-se de práticas de numeramento escolares

Abstract

This study aims to understand how aging women, in the process of aging, literacy students at Youth and Adult Education Program (YAE) appropriate school numeracy practices. We consider this appropriation as an instance of their expression and their continuous constitution as women of learning and knowledge, of life experiences and culture, of memories and forgetfulness, of rights and expectations. We analyze their participation in the discursive interactions that take place in a literacy class of an alternative education project, known as ABC Institute, in the city of Barroso, Brazil, which offers YAE. We followed 12 women in literacy process, during the academic year of 2018, using participant observation, and semi-structured interviews, aiming to adopt ethnography as the research logic of this classroom study. The classes were recorded in audio and video and in field notes; the interviews were only recorded in audio. We focus on the classroom interactions intentionally caused by the teacher when working the discursive genre label and the information it conveys. In particular, we analyzed those involving appropriation of concepts, ideas, procedures, rules, and values related to read and register the linguistic system used to write expiration dates. In the analyzes, we tension perspectives on aging and female aging processes, and we look at aging women as educational projects subjects. Furthermore, we identified processes of meaning production in the tactics and social actions, students assume in their discursive positions of and about mathematics when interacting in the classroom. It tensions our understanding about the relationship these women, as collective subjects, establish with their own aging process and their school experience. Thus, we see the processes of appropriation of school numeracy practices carried out by these women as established through generational relations, as well as in gender, racial, economic and institutional relations. These provide possibilities and interdictions, which demand struggles and transgressions, confronting references and discourses, marking the ways of signifying literate culture.