Experiências formativas: vivências e artes de fazer nas narrativas de sujeitos goianos não escolarizados (1955-2023)

Abstract

The investigation focused on the “experiences of non-school-based education” and aimed to analyze the formative experiences constructed and attributed through the arts of doing of non schooled individuals living in four municipalities in the state of Goiás, based on their own narratives. The research theme was problematized by the need to explore and understand the learning processes that took place in the experiences of subjects who did not attend formal education but managed to remain in a society in which one of the most valued and shared demands is schooling. The collaborating subjects acquired knowledge for life and work that, throughout their existence, were transformed into experiences that became systematized and enabled them to live and engage in various remunerative activities. Considering the truths established in modernity and extending to the present time regarding formal education, the disqualification of other forms of knowledge, and the stigma this has implied for those who lack it, the following guiding question was formulated: How and in what ways did the formative experiences of non-schooled subjects occur and enable them to live and work in a society in which formal schooling has been a prevailing rule? Methodologically, this was a narrative research study, using interviews in accordance with the adopted geographical and temporal scope. These are life stories contained in the narratives of eight individuals living in four cities within the so-called Estrada de Ferro Region, in Goiás. The temporal scope began in 1955, the birth year of the oldest narrator, and ended in 2023, the year when the interviews were conducted. The main analytical operators were the concepts of experience, formation, and arts of doing, using as theoretical references Larrosa (2002; 2004; 2011; 2022), Josso (2004; 2007; 2010), Passeggi (2010; 2011), Delory-Momberger (2008; 2012; 2016), Clandinin and Connelly (2015), Freire (1975; 1979; 1981; 1983; 1987; 1996), Certeau (1998), Bourdieu (1996; 1998), Baracho (2018), among others. The research was justified as an antithesis and proposed an approach to the narratives of non-school-based formative experiences and their unfolding in order to highlight learning processes and work activities. The results of this investigation showed that non-schooled subjects experienced trajectories marked by adverse socioeconomic conditions but achieved significant formative experiences whose knowledge, when recognized and valued, reveal that the educational process is continuous and goes beyond the limits of formal schooling, legitimizing non-school learning and the arts of doing as authentic forms of formation. It is therefore concluded that human formation is not limited to the school environment but is materialized in daily practices and experiences, reaffirming that the knowledge produced in life and through work has the same formative and emancipatory value as school-based knowledge.