Trabalhando a autoestima linguística de alunos privados de liberdade: uma proposta didática a partir de dinâmicas de grupo

Abstract

This research was based on the assumption that students deprived of their freedom arrive at school, in a prison context, with their low linguistic self-esteem because they believe they do not know their mother tongue and feel unable to learn it. These students usually have negative beliefs about themselves and their learning potential, as they bring with them a history of school failure that involves, in most cases, socioeconomic and family difficulties, conflicts with the law and learning problems, the latter resulting from , sometimes, of an old-fashioned and exclusive education system, historically fostered in Brazilian schools, for decades, and whose vision of the teaching-learning process disregards the student's knowledge. This hypothesis, by the way, could be proven through the verification of the linguistic beliefs and attitudes revealed by the students during the research. Therefore, we evaluate the linguistic behavior of this type of student and, at the same time, perform group dynamics with activities that aim to contribute to the development of the communicative competence of these students from the valuation and (re) knowledge of the linguistic diversity existing in the universe. collective and personal of each student, inside and outside the prison context. In order to theoretically support this research, contributions from Sociolinguistics Education were considered, through the authors Bortoni-Ricardo (2004, 2005) and Bagno (2017); Pedagogy of Linguistic Variation, with authors Faraco (2002, 2008), Faraco and Zilles (2017), Martins, Vieira and Tavares (2014) and Cyranka (2014); linguistic beliefs and attitudes, with the authors Barcelos (1995, 2004), Barcelos and Abrahão (2006), Cyranka (2007), Gusmão and Santos (2014), Marine and Barbosa (2016); to understand the concept of self-esteem we used Coopersmith (1967); and we developed didactic activities based on the conception of group dynamics developed by Lewin (1988). The methodology adopted was the action research proposed by Thiollent (2005). To this end, a questionnaire of linguistic beliefs and attitudes was applied to students participating in the research at two different times: before the didactic proposal was applied by the teacher-researcher and shortly after its completion. The didactic proposal aimed at performing group dynamics from activities involving reading, oral and written discussion, with a view to a reflective study on the mother tongue. With the results of the application of the questionnaires and the observations made along the group dynamics developed in the classroom, it was possible to carry out a qualitative / comparative analysis of the data collected before, during and after the application of the didactic proposal. The students participating in the research were students of the fifth stage of Youth and Adult Education (EJA) of Elementary School II, who were serving time in prison in the Federal District. The group was made up exclusively of men, who lived twenty-four hours a day in the same environment, but with different origins, both in terms of their naturalness and socioeconomic and cultural levels.