Resgatando memórias como valorização da identidade cultural: propostas pedagógicas através de narrativas familiares em uma turma de segundo ano do Ensino Fundamental

• Ano de defesa: 2025
• Autor(a) principal: Gama, Alessandra Xavier
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística e ensino; Mestrado Profissional em Linguística; UFPB
• Palavras-chave em Português: Discurso; Memória; Narrativas infantis; Identidade cultural; Discourse; Memory; Children's narratives; Cultural identity; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/37478

Our formation, as social subjects, is constituted by stories and memories that have marked our lives. However, due to the long period of enslavement constituted by mechanisms of surveillance and punishment, our memories were forged in silencing and devaluation. Departing from this issue, it is important to reflect on the role of the school as a space for inclusion and civic practice. Focusing our gaze on Early Years Education, our research sought to investigate the role of children's narratives in the valuing of cultural memories as a construction of identities, especially in the universe of language and its symbolic elements. Thus, of a qualitative nature and characterized as action research, we reflected on the following central question: how can the use of family narratives contribute to the process of literary literacy as a valuing of the cultural identity of 2nd-year students of Elementary School I, in their different social environments? To this end, we hypothesize that the incorporation of family narratives in pedagogical practices through multiliteracies enhances student engagement, strengthening cultural identity and providing an inclusive environment of plural and meaningful learning. Following theorists such as: Fernandes (2019), Dias, Costa and Barbai (2020), Guimarães (2013), Foucault (1996), Orlandi (2005) and others, we promoted a didactic sequence, organized into eight classes, held at a municipal school in Fortaleza (CE). The intervention involved a class of 25 students, with the analysis corpus delimited to the 13 participants who presented the Informed Consent Form (ICF). We guided ourselves by the articulation of linguistic-discursive studies with teaching, in which we problematized the meaning effects constituted in the materialities produced by the students. Our actions were systematized into some procedures, namely: co-creation of narratives, activities with illustrations, audio recordings, storytelling circles, and the production of a Community Story Wall. The results revealed a dialectical tension: although there is a silencing of narrative practice in homes, reflecting socioeconomic conditions and a culture of silence, a latent desire and an active resistance to the recovery of these stories ("but I wanted to hear") combine in children. The impact of the research showed that the school, by welcoming these voices, acts as a space of resilience, where literacy ceases to be mere decoding and becomes an instrument of social ascension and cultural affirmation. As an educational product, an e-book is proposed to socialize these practices of resistance and memory.