Entre leituras e mapas: a transcendência da subjetividade na literatura e na formação individual/ social de estudantes da educação de jovens e adultos (EJA)

Abstract

The present paper has as the general goal to study the relevance of the subjectivity for the teaching of literature in the social formation of students of the Young and Adults Education (EJA). That said, it is necessary to understand literature as an example of reflection that uses the great classics to form independents and critics of citizens. Through the written language, literature reproduces feelings, experiences and actions, taking the reader to unexplored places, in real life, such as entering the thoughts of the characters and instigating them to question their habits and principles. Methodologically, the research was developed in stages articulated between themselves, with the aim of helping teachers, researchers and students of EJA in Literature classes. The method used in the research is the qualitative one, with a historical- cultural approach, and the data production and analysis mechanism is the constructive- interpretative, based on the investigation procedures proposed in the Theory of Subjectivity (González Rey, 2005; González Rey & Mitjáns Martínez, 2017; Mitjáns Martínez, Tacca & Puentes, 2020). González Rey argues that the individual subjectivity and the social subjectivity developed from symbolic and emotional experiences acquired on a daily basis. In order to do so, two types of cartographic will be presented, being a symbolic-emotional map from the analysis of literary texts/books and a geographical map about the reading. From this research, we got to know and value knowledge from previous experiences of students in the study and the fruition of literary texts. We conclude that the subjectivity can be presented at the same time as a category of analysis of literary works and as a significant part of the pedagogical intentionality in literature classes.