Compreendendo o processo de autoconhecimento e cognição a partir de emoções emergentes nas autonarrativas de estudantes da EJA.

Abstract

The present dissertation had as its starting point the perception of developing, with the EJA class in which I was a teacher, a process that could contribute to the integral development of the human being. It is focused on the needs, possibilities, and interests of the students, giving them the opportunity to develop the self-awareness that they need to build and recognize their identity, to be aware of different aspects of the self, their behavior, and emotions. We are autonomous, cognitive and autopoietic beings, since we self-produce ourselves in the course of life. Throughout this journey of subjectivation, we are becoming more complex, developing and self-producing. Therefore, the main objective of this research was to understand how the process of self-knowledge and cognition occurs from the emotions emerging from the autonarratives of high school students,YAE (Youth and Adult Education) modality, at the Escola Estadual de Educação Básica Professor Willy Roos, in the city of Agudo, RS. The research included 10 (ten) EJA students, who were invited to insert themselves in the processuality organized in six workshops and to write, at the end of each meeting, autonarratives from their affections and perceptions. This research, qualitative in nature, with cartographic and experimentation methodology, advocated working subjective aspects of the subjects from the emotions, observing points of emergence of cognitive and affective transformations of those involved in the processuality. Thus, this study had as main theoretical reference the Complex Thought of Edgar Morin who believes that emotions, cognition and subjectivation processes are deeply woven into the act of living-learning, principle of the theory of Biology of Knowing of Humberto Maturana and Francisco Varela (1980) also addressed in the research, as well as the concept of autopoiesis to highlight its sense of self-production. For the treatment of the emergences manifested by the narratives, I used: interpretative markers: complexification by noise, self-knowledge, emotion, cognition, living-learning. Therefore, the process of constitution of self-knowledge and cognition made it possible to generate the relation order/disorder/organization for the complexification of students from the interactions of those involved, that is, the structural coupling between students, teacher, and environment, based on the emotions that emerged during the course of learning. Thus, I believe in the transformative power of autonarratives for propitiating valuable movements of autopoiesis in EJA students, inviting them to learn to know themselves and the world by experiencing the development of emotional, affective, and cognitive aspects.