Letramento literário na EJA: transformando e (re)construindo caminhos

Abstract

This dissertation is the result of a research that is structured in the theme of literary reading, based on the idea that its practice in the Education of Young People and Adults (EJA) is important not only for being a tool for learning, but also for propitiate to these individuals the capacity to react to the adversities of the social environment, allowing the exercise of the social roles they occupy. These roles range from the labor market to the position they hold in their neighborhood or church, becoming the structuring of their existential condition in the society in which they live. It is known that the relation of man to the world is in interaction. Thus, in various contexts he establishes dialogues, creating forms of social insertion in order not to be excluded from the social practices pertinent to his environment. One of the social practices in which the individual seeks to gain access is reading, whose domain is seen as a way of reaching a social prestige, enabling him to insert himself meaningfully in the practices he experiences. By becoming regular readers, they will be able to better understand and interpret the everyday situations of contemporary times. In addition, it is understood that the EJA has a need for a reading teaching that recognizes and values all the knowledge accumulated by the students, since it is believed that the elements that distinguish the EJA from other modes of education are the sociocultural aspects (interests, knowledge, expectations) of these students, whose singularities need to be thought and respected. In this sense, it is expected that the project of literary reading intervention in the EJA, presented in this dissertation, as a basic education, will collaborate to enable the participating students to read, write and integrate to the world in an effective way. For this, it is necessary that the practice of reading be not only constant, but also directed towards literary literacy, from the development of pedagogical practices that contemplate it, as a tool for working with EJA classes.