Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-08-16T19:52:06Z No. of bitstreams: 1 KeforaJanainaDeMedeiros_DISSERT.pdf: 663430 bytes, checksum: cb73b3d3fcd44050c5d2e07998c5593a (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-08-17T00:13:10Z (GMT) No. of bitstreams: 1 KeforaJanainaDeMedeiros_DISSERT.pdf: 663430 bytes, checksum: cb73b3d3fcd44050c5d2e07998c5593a (MD5) / Made available in DSpace on 2016-08-17T00:13:10Z (GMT). No. of bitstreams: 1 KeforaJanainaDeMedeiros_DISSERT.pdf: 663430 bytes, checksum: cb73b3d3fcd44050c5d2e07998c5593a (MD5) Previous issue date: 2015-10-14 / Este estudo objetiva apresentar as an?lises de nossa pesquisa, do tipo documental, que investiga a constru??o de identidades culturais de alunos da Educa??o de Jovens e Adultos (EJA), n?vel III, de uma escola municipal de Natal - RN, por meio de di?rios pessoais produzidos em ambiente escolar. Numa abordagem qualitativo-interpretativista, ancoramo-nos nos estudos identit?rios que nos trazem a ideia de que as identidades s?o constru?das e reconstru?das pelas rela??es sociais que realizamos. Para tanto, partirmos de uma concep??o de linguagem que n?o pressup?e categorias pr?-estabelecidas, pois essas partem do pr?prio enunciado. Assim sendo, vamos analisar os enunciados produzidos por esses alunos sob a perspectiva do C?rculo de Bakhtin, que trata a constru??o discursiva emergindo de processos intersubjetivos de intera??o verbal, numa rela??o dial?gica do eu com o outro, pela alteridade e pela heteroglossia. Ademais, ainda norteiam nosso estudo as orienta??es sobre g?nero do discurso e di?rio pessoal. Filiamo-nos ? Lingu?stica Aplicada indisciplinar por entendermos que essa pesquisa se debru?a sobre uma pr?tica social em que a linguagem desempenha papel central e procura demonstrar como os discursos dos sujeitos alunos da EJA, em di?rios pessoais, s?o instrumentos de constru??o n?o s? de suas identidades, mas tamb?m do conhecimento e da vida social, da posi??o que esse sujeito aluno ocupa. Concluimos esse trabalho numa percep??o prim?ria das identidades culturais que s?o constru?das pelo sujeito aluno da EJA, pois os resultados sugerem que as identidades desses alunos s?o fluidamente constru?das atrav?s da representa??o que o aluno faz da escola, do que ? ser estudante da EJA e de como ele ? estudante da modalidade. Com isso, atrav?s de nosso trabalho, pretendemos apresentar mais um olhar sobre a(s) identidade(s) do aluno da EJA, apontando uma vis?o sobre esse sujeito. / This study aims to present analyses of our research, documentary type, which investigates the construction of cultural identities of the Youth and Adults Education (Educa??o de Jovens e Adultos ? EJA), level III, in a public school in the city of Natal/RN, through personal diaries produced in the school environment. In a qualitative-interpretive approach, we anchor our identity studies (BAUMAN, 2001, 2005, 2006; HALL, 1987, 1997, 2011, 2012) that bring us the idea that identities are built and rebuilt by social relations that we do. To this end, we start from a conception of language that does not require pre-conceptions because they are based on the utterance itself. Therefore, we have analyzed the utterances produced by these students from the perspective of Bakhtin Circle (BAKHTIN, 1988, 1993, 1998, 2002, 2010, 2012), which deals with the discursive construction emerging from intersubjective processes of verbal interaction, in a dialogical relationship of the self to the other, by the otherness and the heteroglossia. Moreover, our study is also guided by the guidance on speech genres (BAKHTIN, 2010) and personal journal (LEJEUNE, 2008; MACHADO, 1998, 2009). We join to Applied Linguistics (MOITA LOPES, 2006, 2009) because we believe that this research focuses on a social practice in which language plays a central role and seeks to demonstrate how the speeches of the subject students of EJA, in personal journals, are building tools not only of their identities, but also knowledge and social life of the position that this subject student takes. We conclude this work in a perception of cultural identities that are built by the subject students of EJA, because the results suggest that the identities of these students are fluidly constructed by the representation that the student makes of his or her school, of being student of EJA and how he or she is a student of this educational modality. Thus, through our work, we plan to present another look about the identity or identities of a student of EJA, pointing an insight of this subject.