ABSTRACT:
Many schoolbooks aimed at Youth and Adult Education show a range of guidelines as a kind of deference behavior, which focuses on ways of positioning in debates, lessons on honesty and manners to respect one another. In this research, it is presented in which ways some evidences, or, some of these directive marks proposed by such materials, establish a relation among certain identification processes with speeches that circulate in the environment of the mentioned educational modality. Therefore, nine specific books adopted by Youth and Adult Education programs have been analyzed, based on indiciary paradigm, the concept of deference behavior and the French school of Discourse Analysis. This paper shows that these identification processes are stated from fragments of meanings of daily life placed in the imaginary that supports an evidence of the target subject’s position.
Keywords:
schoolbooks; young adult education; discourse; identity
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Source: Elaborated by the author