<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982021000100127</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698235056</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PROCESSOS DE IDENTIFICAÇÃO E COMPORTAMENTO DE DEFERÊNCIA EM MATERIAIS DIDÁTICOS PARA EDUCAÇÃO DE JOVENS E ADULTOS]]></article-title>
<article-title xml:lang="es"><![CDATA[PROCESOS DE IDENTIFICACIÓN Y COMPORTAMIENTO DE DEFERENCIA EN MATERIALES DIDÁCTICOS PARA EDUCACIÓN DE JÓVENES Y ADULTOS]]></article-title>
<article-title xml:lang="en"><![CDATA[IDENTIFICATION PROCESSES AND DEFERENCE BEHAVIOR IN SCHOOLBOOKS FOR YOUTH AND ADULT EDUCATION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PEREIRA]]></surname>
<given-names><![CDATA[ANDERSON DE CARVALHO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Sudoeste da Bahia  ]]></institution>
<addr-line><![CDATA[Itapetinga BA]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>37</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982021000100127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982021000100127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982021000100127&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Vários materiais didáticos utilizados na Educação de Jovens e Adultos (EJA) trazem orientações fundamentadas em comportamentos de deferência que indicam: modos de se portar em um debate, lições sobre honestidade e modos de respeitar o outro. Nesta pesquisa, mostramos de que modo alguns indícios, algumas dessas marcas diretivas de orientação propostas por esses materiais, estabelecem processos de identificação a discursos que circulam em meio ao universo desta modalidade de ensino. Para isto, foram analisados nove livros utilizados na EJA, conforme o paradigma indiciário, o conceito de comportamento de deferência e alguns aportes da vertente franco-brasileira de Análise de Discurso. Mostramos que estes processos de identificação se estabelecem a partir de recortes dos sentidos do cotidiano em um lugar do imaginário que alimenta uma evidência de posição do sujeito-EJA.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMÉN: Diversos materiales didácticos utilizados en Educación de Jóvenes y Adultos (EJA) brindan orientaciones basadas en conductas de deferencia, que describen situaciones como: las maneras de comportarse en un debate, lecciones sobre honestidad y maneras de respectar el otro. En esta investigación analizamos cómo algunos indicios, algunas de esas marcas directivas de orientación propuestas por estos materiales, establecen procesos de identificación en medio del universo de esta modalidad de enseñanza. Para ello, fueron analizados nueve textos utilizados en la EJA desde el paradigma indiciario, basados en la noción de comportamiento de deferencia y en el análisis del discurso en su versión franco - brasilera. Mostramos que estos procesos de identificación se establecen a partir de recortes de los sentidos cotidianos en un lugar del imaginario que alimenta evidencia de la posición del sujeto - EJA.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[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&#8217;s position.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[livro didático]]></kwd>
<kwd lng="pt"><![CDATA[material didático]]></kwd>
<kwd lng="pt"><![CDATA[EJA]]></kwd>
<kwd lng="pt"><![CDATA[discurso]]></kwd>
<kwd lng="pt"><![CDATA[identidade]]></kwd>
<kwd lng="es"><![CDATA[materiales didácticos]]></kwd>
<kwd lng="es"><![CDATA[educación de jóvenes y adultos]]></kwd>
<kwd lng="es"><![CDATA[discurso]]></kwd>
<kwd lng="es"><![CDATA[identidad]]></kwd>
<kwd lng="en"><![CDATA[schoolbooks]]></kwd>
<kwd lng="en"><![CDATA[young adult education]]></kwd>
<kwd lng="en"><![CDATA[discourse]]></kwd>
<kwd lng="en"><![CDATA[identity]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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