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WHO HAS THE RIGHT TO BE PROUD OF BEING A READER?REPRESENTATIONS OF READING ENUNCIATED BY STUDENTS OF YOUTH AND ADULT EDUCATION (EJA) IN BRAZIL

Grant number: 24/06355-0
Support Opportunities:Scholarships abroad - Research Internship - Doctorate
Effective date (Start): October 01, 2024
Effective date (End): September 30, 2025
Field of knowledge:Linguistics, Literature and Arts - Linguistics - Linguistic Theory and Analysis
Principal Investigator:Luzmara Curcino Ferreira
Grantee:Andrei Cezar da Silva
Supervisor: Judith Lyon-Caen
Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil
Research place: École des Hautes Études en Sciences Sociales (EHESS), France  
Associated to the scholarship:22/11896-4 - THE PRIDE OF READING: A DISCOURSE ANALYSIS OF WHAT YOUTH AND ADULT EDUCATION STUDENTS SAY ABOUT READING, BP.DR

Abstract

This internship abroad project is an integral part of ongoing doctoral research entitled "The Pride of Reading: A discursive analysis of what students from Youth and Adult Education (EJA) enunciate about reading", whose aim is to seek to contribute to the analysis of discourses about reading in Brazil by analyzing the ways in which subjects from Youth and Adult Education (EJA), when talking about themselves as readers, when declaring their preferences, habits and opinions about this practice, also express certain emotions consistent with the protocols that are generally imposed when talking about reading. According to Curcino (2020; 2022), it is not just any emotion that is enunciated when one talks about reading or about oneself as a reader. Based on this assumption, we started our research with the hypothesis that people from working class backgrounds, who did not have early access to prestigious cultural practices such as reading, and who were unable to benefit from regular schooling at the right age, having been forced to leave regular school, and later return to formal education via the EJA, may not consider themselves legitimate readers, so that they do not express themselves proudly in relation to their reading status. It is this hypothesis that we aim to verify, through the constitution and analysis of a corpus of statements from answers to a questionnaire and a semi-structured interview about reading, obtained from EJA students. To do this, we used principles from Discourse Analysis, the Cultural History of Reading and the History of Sensitivities or Emotions. For this internship, we will be supervised by Professor Judith Lyon-Caen, a professor at the École des Hautes Études en Sciences Sociales (EHESS-France), a researcher at the Centre de Recherches Historiques (CRH) and a member of the Groupe de Recherches Interdisciplinaires sur l'Histoire du Littéraire (GRIHL), renowned for her research into the history of French reading, writing and literature, and for her analyses of its social and political uses, especially during the 19th and 21st centuries. Her research also focuses on the ways in which these cultural practices are appropriated by members of social groups who are excluded from these practices, such as women, or excluded from the history of these practices, such as French artisans, among other reading communities of the people, of popular origin. Her supervision, her seminars and the dialogue that we will be able to establish through her with the other researchers in the research network that she coordinates and in which she works, will be fundamental to obtaining better results in our ongoing doctoral research aimed at the representations of reading practices shared by a community of popular origin and still without a place in the history of reading in Brazil. This supervision will also be key to creating possibilities for inter-institutional and international exchange between researchers from LIRE (UFSCar-Brazil) and GRIHL (EHESS-France).

News published in Agência FAPESP Newsletter about the scholarship:
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