Gonçalves Dias em sala de aula: Apontamentos sobre a trajetória histórica dos direitos do educando da EJA e o ensino de literatura no nível médio.

Abstract

In this work, we assume that literature teaching through the genre poetry in the EJA class, third year, cycle six, average level, has as main proposal the formation of students’ readers who seek a new opportunity to study. The objectives of our proposal consist in the literary reading of a poem allied to the music genre, using its world experience, its previous knowledge about the literary works addressed, enabling the students to a new referential of inclusive social life, with comprehensive and reflective readings and a production of texts capable of transposing new horizons of expectations. Initially we exposed the birth and development of the EJA teaching modality in a historical context of growth of Brazilian education, with problems that excluded access to education by the most needy population. Difficulties faced by youth and adults, social prejudice, exclusion of rights seen as necessary for the formation of citizenship. Next, we address the rights of these learners from the laws that reinforce and guarantee the realization of a certain net right, expressed in the Federal Constitution of (1988), in article 208, and in law 9.394 / 96, LDB. We considered the official documents as a form of structural organization of basic education, namely, PCNs, OCEM and BNCC (1997, 2006,2016), which make it possible to read the literary text in the Portuguese language classroom, promoting didactic strategies capable of reconciling nuances of the EJA modality. This theoretical critical path serves as a basis both for reflection on the experience acquired in the practice of teaching literature for a third year class at the middle level of the EJA, and for our proposal to read the genre poetry that emerges for a rise in literary reading contributing to a humanizing formation (Freire, 1997) of the pupil through a didactic proposal that is based on a concept of pleasant reading and on the affective memories of the reader, making a link between the past and the present. We highlight a process of learning through literature capable of forming a citizen aware of its role in the social context (CANDIDO, 2011), assuming a critical and political responsibility for events. Thus, we present a didactic proposal for the classes of the students of the EJA modality, with the selection of texts SONG OF THE EXILE, I-JUCA PIRAMA (GUIDIN, 2007) and the songs MY SUBLIME TORRÃO (MACEDO, 1937). AN INDI (VELOSO, 1977) to compose the themes that focus on the expansion of literary reading, allowing a fertile field of new ideas and uses for debates, bringing the learners' life experiences closer together, their realities and their hopes for the horizon of expectation. The use of the Recepcional (BORDINI and AGUIAR, 1993) and Expanded Sequence (COSSON, 2016) methods encourages this possibility of reading these literary texts.