This research project aims to study how the emotional impact produced by pedagogical practices are internalized in the sense zones, building new meanings and modifying the subjective identity of adult learners in literacy. The research work in this field was initiated during graduation, with Scientific Initiation and TCC, and deepened in master degree studies, both researches has been developed at the Faculty of Education at UNICAMP. In the doctorate, is intended to identify the impact of the construction of new meanings arising from the insertion process in the social practices of reading and writing, resulting in new subjective constitutions for adult subjects. Is based on the historical-cultural approach, in two important concepts of Vygotsky's theory (1998) - senses and meanings - in order to delineate an understanding of how the affection integrate the process of human development, especially in the construction of senses, individual and unique to each person, constitutive of their subjective identity, impacting the meanings socially shared. It's also based in the contributions of Wallon (1968) for the study of human affective dimension. Data collection will be based on qualitative methodology, conducting interviews and the autoscopy procedure, in which the subject is confronted with a video recorded image and is encouraged by the researcher to verbalize feelings experienced on the screen in situation, generating the primary data. The recorded data will be transcribed and grouped into meaning core, proposing to identify the many meanings constructed by the subjects in the experienced literacy process. It is intended to also address how the construction of new meanings for adult learners in literacy process results in an understanding of themselves as active and capable subjects, making them potential factors of transformation in their communities. From such a proposal, can signal the relevance of the study corroborate conceptions by advocating education as an instrument of change for a unjust social reality.
News published in Agência FAPESP Newsletter about the scholarship: