O uso das memórias de jovens indígenas: possibilidades para o aprimoramento da escrita

Abstract

Recognizing the memories as a theme that has long instigated humanity's interest, allowing future generations access to the knowledge, experience and social practices of their ancestors, I adopted the recommendations of the National Common Curricular Base (2016) that guides the school curriculum in the Brazil so that the approach of discourse genres can be carried out in the classroom as tools that constitute real practices. Thus, this study endeavored to analyze in a general way how the memories of indigenous young people from the 8th year of Elementary School could contribute to the improvement of the productions written in the classroom and, also, specifically, to observe which dimensions of their memory as indigenous youth were contemplated in the textual production of memories, diagnosing the difficulties presented by young people in the face of the written production of the genre and sharing the methodological procedures that helped young people in the face of the previously verified reality. For this, the present research was based on authors such as Candau (2016), Hall (2011), Le Goff (2013), Goldstein and Capo (2016), discussing the dialectic of memory and identity; Bakhtin (1992), Marcuschi (2008), Koch and Elias (2017), advocating about the genres of discourse and also Ferrarezi Júnior and Carvalho (2015), Antunes (2003), Ruiz (2018) among others, who ponder about written productions articulated beyond the limits of the school. The methodological path was based on the foundations of qualitative research and action research of an interventionist nature as a form of fieldwork, adopting the conversation circle, the thematic workshop and participant observation as instruments of data generation and content analysis for support the data analysis. Finally, it is worth mentioning that, after analyzing the data generated, detailed in the course of this study, we found that the interventions performed resulted in improvements in the production of written texts by the participants with regard to both the constituent elements of the studied genre and the use of the linguistic resources necessary to maintain the meanings of the text. In addition, the work with the memories of the indigenous students provided the participants with the rescue and narration of the customs, values, tradition and identity aspects of the region when considering the analytical capacity assumed by the memorialist about his past behavior in detriment of the present self , just as it was also possible to verify in the dimensions portrayed through the written memories a feeling of belonging to the place and this could be observed from the description of the experiences lived in the community.