O letramento crítico na Educação de Jovens e Adultos (EJA): Uma proposta metodológica a partir do texto literário

Abstract

This work is characterized as theoretical, qualitative and bibliographical research. It starts from the assumption that the literary text presents itself as an important tool for promoting Critical Literacy. Its main objective is to promote this type of literacy among subjects who are part of Youth and Adult Education, based on the proposal to develop a Didactic Sequence that is based on the literary text. Considering the specificities of these subjects, we propose to insert them into the world of reading, specifically the short story genre as a way of making students more aware and critical in relation to reading, not only of the text but of the world that surrounds them. To this end, we used a questionnaire with objective and subjective questions applied to students about their reading habit as a data collection procedure to serve as a corpus for the analysis proposed here. As a methodological resource, we developed a Didactic Sequence to be applied by Portuguese language teachers in order to contribute to improving reading and writing learning in the classroom. In this sense, we adopted as a theoretical contribution the works of Magda Soares (1999 and following), Brian Street (1984 and following), Angela Kleiman (1995 and following), Paulo Freire (1981 and following), Rildo Cosson (2006 and following). In view of this, depending on the practices that can develop the critical formation of the reader, we contribute with a reflection on Literary Literacy about the need for Portuguese language teachers to carry out these practices in this teaching modality, Youth and Adult Education-EJA . Ultimately, this research showed us that there are multiple literacies and that their practices or events in the search for the full formation of the subject, Literary Literacy becomes essential, and that depending on the social context, it will promote the formation of a competent reader capable of carrying out critical reflection on themselves, on the society in which they are inserted and on their way of acting in this society.