Vozes em diálogo no Promil: uma construção discursiva em torno do ser feminino

Abstract

This doctoral dissertation aims to investigate the identity construction of the women who underwent training during the course entitled Preparador de pescado (Fish Preparation). It was developed at the Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (Federal Institute of Education, Science and Technology of Rio Grande do Norte) in Macau, RN, through the Programa Nacional Mulheres Mil (National Program Thousand Women). This program is part of the set of priorities established by Brazilian public policies especially related to the central issues of equity promotion, gender equality, the fight against violence against women, and access to education. Theoretically, this research is established under Contemporary Applied Linguistics, based on the Bakhtin studies, on cultural studies, and on gender. The methodological proposal was developed in accordance with the parameters of a qualitativeinterpretative research. The corpus explored came from statements produced by eleven women enrolled in the course throughout the year of 2016. It was used semi-structured interviews as well as broadening collective talks in order to have the women sharing their points of view on what means to be a woman in their contexts. The construction of this identity required, in the very beginning of the process, individual approaches and singular interviews. In its end, it required collective conversations and round talks from which the women´s voices functioned as a fruitful movement of listening. By such procedure, the students involved could make a connection between their cultural identity background and the new identities that emerged during the course. As a result, the study showed that the statements shared by the women reflect and refract part of the female universe in this determined chronotope. The perspectives of these statements dealt with themselves and the others, as well as society. In a way, it is possible to say that such identity perceptions can also constantly change, and this constitutes a strong argument to affirm the thesis that, in this process, the importance of the education reveals a possibility of social transformation, in such a way that it does promote female autonomy.