CONTRIBUTIONS OF SCHUTZ'S SOCIOLOGICAL PHENOMENOLOGY TO RESEARCH ON BLACK WOMEN'S LITERACY IN YOUTH AND ADULT EDUCATION

Abstract

This text, that is part of a master's thesis defended at the Graduate Program in Education at the State University of Southwest Bahia (UESB) and aims to reflect on research on the literacy of black women in Youth and Adult Education based on the perspective of Schutz's Sociological Phenomenology. The interpretations were made through a qualitative approach, whose data generation instrument was the semi-structured interview. The participants were eight women who recognize themselves as black or grayish-brown (black), enrolled in EJA literacy classes in four municipal public schools in Porto Seguro - Bahia. To support the debate, the analyzes were made through bibliographic research that sought to know Schutz's Phenomenology as a Sociology of everyday life, that interprets the phenomena of the world of life through the intersubjectivity, the experiences, the motivations and the meanings attributed by the consciousness of the subjects. Our intention is to analyze how the phenomenological method can contribute to the understanding of
the motivations that lead black women to return to EJA classrooms. The results indicate that the motivations for black women to return to classrooms is the search for personal, social and financial independence, as well as the need to live with autonomy in the writing society, since reading and writing are acts of freedom. Based on the understanding of Schutz's legacy, motivations emerge in the world of life imbued with intentions that materialize in the subjects' daily experiences.