FROM MEMORIES TO FORMATIVE MEANINGS: EDUCATIONAL PRACTICES IN THE NARRATIVES OF WOMEN IN YOUTH AND ADULT EDUCATION

Abstract

This study aimed to understand how the memories of women enrolled in Youth and Adult Education (YAE) reveal the formative meanings produced by educational practices experienced in school. A qualitative study with a narrative and interpretive approach was conducted involving fourteen women attending a public school in the state of Bahia, Brazil. Empirical data were generated through narrative memory interviews, participant observation, and field notes, and were interpreted in dialogue with the theoretical framework. The findings show that the participants' memories extend beyond the reconstruction of life trajectories, functioning as an interpretive lens through which educational practices characterized by dialogue, attentive listening, welcoming relationships, and the recognition of students' life experiences become visible. The analysis identified three formative meanings emerging from these practices: recognition, sense of belonging, and re-existence. These findings indicate that the educational experiences narrated by the participants go beyond literacy learning, fostering self-recognition, strengthening their bonds with school, and supporting the reconstruction of life projects. The study argues that educational practices play a central role in promoting women's permanence in Youth and Adult Education while contributing to discussions on lived curriculum, educational practices, and human development in this educational context.