Narrativas de mulheres da Eja-Ept à luz da teoria da relação com o Saber

Abstract

The general objective of this work is to understand the relationship with knowledge and with the school of women-workers-students of the EJA-EPT in the light of the Bernard Charlot thought. The specific objectives are: to understand the reasons for leaving, returning and staying in school for women-workers-students of the EJA-EPT; to investigate the processes of construction of meaning, and their identity implications and to reconstruct aspects of my (woman-worker-student-researcher-teacher-training) experience/relationship with knowledge and school. The research process used the author Daniel Bertaux's life narratives as a method. The main data production instrument were the narrative interviews, carried out with two students of a technical course in Nursing at EJA-EPT. For the analysis of the narrative interviews, we used theoretical studies on the relationship with knowledge, youth and adult education, women's education. Based on theoretical studies and interviews, we identified that the main reasons that led women to leave school were marriage and the need to take care of family members. The reasons why they return and stay, point to the search for more knowledge, better job opportunities and entering higher education and the possibility of new dreams.