Submitted by Jadson Francisco de Jesus SILVA (jadson@uefs.br) on 2018-02-01T22:02:02Z No. of bitstreams: 1 Disserta??o Rebeca Barbosa Nascimento.pdf: 15807698 bytes, checksum: 664333bbb7472f35f56de775f39667bd (MD5) / Made available in DSpace on 2018-02-01T22:02:02Z (GMT). No. of bitstreams: 1 Disserta??o Rebeca Barbosa Nascimento.pdf: 15807698 bytes, checksum: 664333bbb7472f35f56de775f39667bd (MD5) Previous issue date: 2017-02-23 / With relevant contributions in several areas of knowledge, Michel Foucault provided, in his work, important reflections on the subjects and their processes of historical constitution within the relations established between power, truth and knowledge. Starting from Foucault's notion of subject, the present work constitutes an investigation of historical-discursive processes that discourses the formation of the student in the Young and Adult Education Program (EJA). To do so, initially, a brief historical-documental overview was given on the education movements for young people and adults in Brazil, reflecting on the constitution of the program in its relation with the public to which it is directed. Subsequently, the process of analysis was constructed based on The Archeology of Knowledge, and it is therefore a careful reading of the possible regularities found in the linguistic materiality of chapter 1 of the Portuguese Language segment of the program's textbook . The identification of possible regularities is followed by a characterization of the surfaces of emergence of possible speeches and, finally, the possibilities and interdictions that delimit the margins of constitution of the student subject of the EJA Program through the exteriorities are demarcated. / Com relevantes contribui??es em diversas ?reas do conhecimento, Michel Foucault trouxe, em suas obras, importantes reflex?es sobre os sujeitos e seus processos de constitui??o hist?rica dentro das rela??es estabelecidas entre poder, verdade e saber. Partindo da no??o foucaultiana de sujeito, o presente trabalho configura-se como uma investiga??o deprocessos hist?rico-discursivos que interpelam a forma??o do Sujeito Estudante do Programa de Educa??o de Jovens a Adultos. Para tanto, de forma inicial, foi constru?do um breve panorama hist?rico-documental sobre os movimentos de educa??o para jovens e adultos no Brasil, refletindo sobre a constitui??o do programa em sua rela??o com o p?blico para o qual ele ? direcionado. De forma subsequente, o processo de an?lise foi constru?do com base em A Arqueologia do Saber, tratando-se, portanto, de uma leitura atenta ?s poss?veis regularidades encontradas na materialidade lingu?stica do cap?tulo 1 do segmento de L?ngua Portuguesa do livro did?tico do programa. A identifica??o das poss?veis regularidades ? seguidadeuma caracteriza??o das superf?cies de emerg?ncia de poss?veis discursos e, posteriormente, s?o demarcadas as possibilidades e interdi??es que delimitam as margens de constitui??o do sujeito estudante da EJA atrav?s das exterioridades.