A linguagem da periferia: construção de identidade por alunos de EJA de uma escola pública

• Ano de defesa: 2011
• Autor(a) principal: Aniceto, Erica Alessandra Fernandes
• Orientador(a): Ladeira, Wânia Terezinha
• Banca de defesa: Oliveira, Maria do Carmo Leite de , Souza, Rita de Cássia de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Viçosa
• Programa de Pós-Graduação: Mestrado em Letras
• Departamento: Estudos Linguisticos e Estudos Literários
• País: BR
• Palavras-chave em Português: EJA; Fala-em-interação; Identidade; Categorização; Outsiders; Estabelecidos
• Palavras-chave em Inglês: AEP; Talk-in-interaction; Identity; Categorization; Outsiders; Established
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://locus.ufv.br/handle/123456789/4842

Starting from the premise that language is a form of social action, the main aim of this study is to examine how students of an Adults Education Program (AEP), from a public school located in a peripheral neighborhood of a city in Minas Gerais, build and take their social identities. Grounded in theories of Ethnomethodological Conversation Analysis (ECA) and in Interactional Sociolinguistics (IS), we analyze the linguistic and discursive choices of these students, observed from the talk-in-interaction in a focus groups, to identify how these students demonstrate membership in certain social categories. To collect the data, we used a focus group, through which students narrated their experiences of living in a peripheral neighborhood. After a detailed transcript of the data generated in the meetings with students, which was done according to the proposal from ECA, we analyzed it based on the concept of Sacks‟ Membership categorization (1992). Since the categorization processes are in use and in constant negotiations, we revealed, thus, students' discursive action, during interactions with one another, to build their identities through self-categorization and categorization. The results of this research indicate participants‟ orientation throughout the interaction, building, through speech, the identity of outsiders, ratifying the label assigned to them by those who occupy prestigious positions of power and by those who recognize themselves as the "good society", as Elias e Scotson (2000). By categorizing themselves as deviant, the participants seem to perceive their place in the city surveyed, but, they do not often accept this label passively: this generates reports of a conflictual relationship between these young people and the members of the so-called "good society". Thus, we conclude that through membership categorization, students build and assume the identity of outsiders, and that a description and categorization work is quite relevant to the study of the construction of social identities.