Narrativas (auto)biográficas e conhecimentos geográficos: histórias de vida de alunos da educação de jovens e adultos

Abstract

Life stories are full of knowledge and geographical experiences. It happens because life, which occurs in geographic space, in places around the world, is the best among all teachers. Considering this truth, the present work of qualitative approach, aims to understand how the life stories of five Youth and Adult Education students – EJA produce geographic knowledge and how they perceive this knowledge. To this end, this reseach, which is based on the biographical-narraive methodology, analyzes the life history narratives of five EJA collaborating students, who in 2018, studied at Henrique Dias State School, in Alto do Mateus neighborhood. As an information collection methodology, the individual narrative interview was used, thematic conversations and observations were also observed. For analysis of the collected information, the comprehensive-interpretive analysis method proposed by Paul Ricoeur was used. As a result, it is possible to state that life history narratives evoque memories, knowledge and geographical experiences, which, when narrated allow (re)living and (re)signifying moments. These narratives also reveal that each student-collaborator built a “tree of life” in which their geographic knowledge is built from the intersection between school and non-school knowledge, with the family, the school and the place of life being the formative bases or “roots”, as they are the main influences and references for the development of their knowledge, which pass through teachers, study and work and show themselves in every narrative or “tree crown”.