Leitura e escrita na EJA: desafios e possibilidades

Abstract

This work, developed under the Postgraduate Program in Professional Literature and Language Teaching (PROFLETRAS), at the UFTM unit, campus of Uberaba / MG, promoted by CAPES, was a qualitative research carried out in a classroom of the first period of the second segment in Youth and Adult Education at a municipal public school in the city of Ibiá / MG. The focus of our investigation was the practice of reading and writing in the dimension of the social function of reading and writing, with the aim of transcending the practice of the mechanical production of "essays" as a pretext for practicing writing. As theoretical support we based ourselves on scholars from the socio-interactionist perspective of language, derived from the Bakhtinian theory, such as Geraldi (1995, 2004, 2006), whose ideas defend that man transforms the world through language and that it is the essential instrument for transformative action. We emphasize the decisive role of social interventions and the interactive process in the development of the cognitive capacities of men in the youth and adults education (EJA) modality, in which the subjects are part of popular education. We rely on authors such as Freire (1989, 2001, 2006), Santos (2010), Bortoni-Ricardo (2013), Soares (2005), Alves (2012) among others who speak about liberation, humanizition and critical education focused on the needs, experience and possibilities of youth and adults. Our work was also based on the studies on the multiple literacies of Street (2014) and on Fávero (2005), Rojo (2006) and Marcuschi (2008, 2010), those of which discuss more specifically the role of orality in the process of teaching and learning of the Portuguese language. The research-action methodology positioned the teacher-researcher and the students horizontally, providing a participatory, collaborative work focused on the textual production conditions of the students, which culminated in the oral and written presentation by the students in a school event, called "Literary Tea". As a result, the following were generated: i) a script of activities aiming at producing oral and written narratives (ONs and WNs), ii) an analysis of the textual production process of three students, and iii) an evaluation of the points to be worked out to elaborate futures didactic-pedagogical activities by teachers who challenge themselves to integrate their students into school curriculum designs. The results of the productions indicated that the contact with the texts produced both in the oral and written modality, enabled significant improvements in the students’productions and supported the productions of the narratives in verses, presented in School's literary event.