NARRATIVES OF RURAL SUBJECTS: THE PEDAGOGICAL POTENTIAL OF MEMORY AND IDENTITY

Abstract

This article presents a narrative approach research that investigates the pedagogical potential of life narratives of subjects from a rural community in the Amazon region of Pará. Based on semi-structured interviews conducted with three collaborators (a truck driver, a teacher, and a professor), trajectories emerge marked by inter-regional migration, the struggle for land and education, and the construction of hybrid identities in the context of the recent colonization of the Amazon rainforest. The theoretical framework articulates four axes: Paulo Freire (dialogicity, conscientization, and experiential knowledge), Boris Cyrulnik (resilience and autobiographical narrative as an act of recomposition), Tomás Tadeu da Silva (identity, difference, and representation), and Néstor García Canclini (cultural hybridity and popular cultures). The analytical process followed the ATD protocol in three stages: unitarization, categorization, and metatext construction, resulting in 87 units of meaning grouped into three emerging categories named: (1) Migration, land, and belonging; (2) Education as resistance and emancipation; (3) Resilience, hybridity, and identity recomposition. The results point to the pedagogical fertility of life stories as devices for popular education, teacher training, and culturally situated curriculum, with direct implications for school practices and for the initial and continuing training of teachers in Rural Education.