A STUDENT’S FUNDS OF PEREZHIVANIA: PEDRO WANTS TO WRITE A BOOK

ABSTRACT This article explores aspects of an illiterate Adult and Youth Education (EJA, in Brazil) student’s personal and academic trajectory. To investigate these aspects, we seek to answer this question: how are the student’s funds of perezhivania structured, in the school context, considering that he is learning how to read and write at the age of twenty? To answer it, we discuss the notions of perezhivanie (VYGOTSKY, 2010; REY, 2016; VERESOV, 2016), agency (NININ; MAGALHÃES, 2016), repertoire (BLOMMAERT, BACKUS, 2012; BUSCH, 2017; GUIMARÃES, MOITA LOPES, 2017), and funds (of knowledge, identity, and perezhivania) (MOLL et al., 1992; ESTEBAN-GUITART, MOLL, 2014; LIBERALI, MEGALE, 2020). The research method is qualitative-interpretative research (case study). The procedures to gather data are one semi-structured interview and conversations between student and researcher-teacher. Based on the literature review, our data interpretation suggests that there is a transformation in the subject’s agency. We believe that internal and external factors, as well as the student-teacher relationship and the student’s interaction with the school, led to this transformation. These changes constitute the subject’s funds of perezhivania.