<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052022000300240</article-id>
<article-id pub-id-type="doi">10.12957/teias.2022.67220</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A ESCOLARIZAÇÃO NO COMPASSO DA VIDA: rememorações das sertanejas-idosas do Proeja/Ifal (2020-2021)]]></article-title>
<article-title xml:lang="en"><![CDATA[SCHOOLING IN THE LIFE COMPASS: remembrances of the sertão&#8217;s elderly ladies from Proeja/Ifal (2020-2021)]]></article-title>
<article-title xml:lang="es"><![CDATA[LA ESCOLARIZACIÓN AL COMPÁS DE LA VIDA: remembranzas de las sertanejas ancianas de Proeja/Ifal (2020-2021)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Jailson Costa da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Marinaide Lima de Queiroz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Miscelânia da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Alagoas (Ifal &#8211; campus Piranhas)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Alagoas (Ufal)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Federal de Alagoas (Ifal &#8211; campus Piranhas)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2022</year>
</pub-date>
<volume>23</volume>
<numero>70</numero>
<fpage>240</fpage>
<lpage>255</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052022000300240&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052022000300240&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052022000300240&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A pesquisa de base deste artigo aconteceu no município Piranhas, AL &#8211; um sertão à beira-rio São Francisco. O texto traz memórias de resistências partilhadas por idosas no âmbito de uma investigação que objetivou compreender, a partir das histórias e memórias, as razões da descontinuidade da escolarização das sertanejas-idosas estudantes do Proeja, bem como as motivações que impulsionaram o retorno à escola. Utilizamos a metodologia da história oral, cujas narrativas foram construídas por meio de entrevistas temáticas que propiciaram o desfiar de lembranças. Os achados da pesquisa demonstraram que as interlocutoras foram interditadas do direito à educação desde a infância, e após se casarem, precisaram assumir os serviços domésticos e assegurar o sustento da família; agregue-se ainda a ausência de escolas na região onde moravam. O estudo demonstrou também que, para além da perspectiva do direito, a educação de pessoas idosas promove melhorias na qualidade de vida e liberdade, uma vez que, o retorno à escola, vem dandolhes novas perspectivas de vida na comunidade sertaneja.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article is based on research that took place in the city of Piranhas, AL &#8211; a sertão land nearby the São Francisco River. The text brings memories of resistance shared by elderly women in the context of an investigation that aimed to understand, based on stories and memories, the reasons for the discontinuity of schooling those students of Proeja, as well as the motivations that made they return to school. We used the methodology of oral history, whose narratives were constructed through thematic interviews that allowed the unraveling of memories. The findings of the research showed us that the interlocutors were denied the right to education since childhood, and after getting married, they had to take on domestic chores and ensure the family's sustenance; there was also an absence of schools in the region where they lived. From this study, we can also state that, beyond the perspective of the right, the education of the elderly people promotes improvements in quality of life and freedom, since the return to school has given them new prospects for life in the sertão community.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La investigación de base de este artículo ocurrió en el municipio de Piranhas, AL &#8211; un sertón en los márgenes del río São Francisco. El texto trae memorias de resistencias compartidas por ancianas en el ámbito de una investigación que tuvo como objetivo comprender, a partir de las historias y memorias, los motivos de la interrupción de la escolarización de las sertanejas ancianas estudiantes de Proeja, además de las motivaciones que impulsaron el regreso a la escuela. Utilizamos la metodología de la historia oral, cuyas narrativas se construyeron a través de entrevistas temáticas que propiciaron el desafío de los recuerdos. Los hallazgos de la investigación han demostrado que las interlocutoras fueron segregadas del derecho a la educación desde la infancia, y una vez casadas, tuvieron que encargarse de los servicios domésticos y asegurar el sustento de la familia; se agrega además la ausencia de escuelas en la región donde vivían. Este estudio demostró también que, más allá de la perspectiva del derecho, la educación de personas ancianas promueve mejoras en la calidad de vida y libertad, ya que, con el regreso a la escuela, les ha dado nuevas perspectivas de vida en la comunidad sertaneja.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[história oral]]></kwd>
<kwd lng="pt"><![CDATA[memória]]></kwd>
<kwd lng="pt"><![CDATA[sertanejas-idosas]]></kwd>
<kwd lng="pt"><![CDATA[escolarização]]></kwd>
<kwd lng="en"><![CDATA[oral history]]></kwd>
<kwd lng="en"><![CDATA[memory]]></kwd>
<kwd lng="en"><![CDATA[sertão&#8217;s elderly ladies]]></kwd>
<kwd lng="en"><![CDATA[schooling]]></kwd>
<kwd lng="es"><![CDATA[historia oral]]></kwd>
<kwd lng="es"><![CDATA[memoria]]></kwd>
<kwd lng="es"><![CDATA[sertanejas ancianas]]></kwd>
<kwd lng="es"><![CDATA[escolarización]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[Imaginação e criação na infância]]></source>
<year></year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Ática]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
