Little reflection has been devoted to the incorporation of previous school experiences of adult students that reenter basic education. This article focus on the communication of reminiscences of Mathematics made by students of Youngster and Adult Education, trying to reveal them as a fundamental component in the constitution of adult students as subjects not only of their learning of Mathematics, but of the schooling process itself. More than as mere references to concepts or procedures of Mathematics learned in other opportunities, reminiscences are viewed here as memory effects that permeate the production of meaning. The text focus on their communication in the context of discursive practices that shape (and take shape in) the teaching-learning processes of maths in Youngster and Adult Education, taking it as an organized social action that institutes the shared memories of school mathematics as arbiter of collective legitimacy. In analyzing excerpts of interactions between the researcher and students of Youngster and Adult Education from an class equivalent to the 5th grade of basic education, the semantic-pragmatic dimensions of the remembrance manifested in this context are highlighted, a remembrance that is considered conscious of itself, metacognitive, and structured in and by the discourse. By its sociocultural nature, this remembrance, turned collective, answers to a call of the present, rebuilding the meaning of the past.
Education of youngsters and adults; Memory; Discourse