Letramento na EJA: desafios e possibilidades no trabalho com a leitura.

Abstract

This research aims to verified the process of literacy in the work with reading in the classroom, as well as the role of the teacher and interaction with the students in a reading experience in the EJA teaching group (from III and VI cycles) and highlight the challenges and possibilities imposed on reading practice. The methodology adopted, from a interventionist and bibliographical perspective, made it possible to develop work with reading in the context of the education of young people and adults, promoting the approximation of several textual genres (short stories, graphics, newspapers, graffiti documents in legislation). The main theorics supported by the bibliographic research are: Tfouni (2013), Street (1984), Kleiman (2008), Soares (2004), Solé (1998), Marcuschi (2005) Freire (1987), Paiva (2009), Arroyo (2009), De Pierro (2005), Besiegel (1974), and others who empirically contributed in the studies related to literacy, and context EJA, with definitions, differences, context to support the research and conclusion. It was also possible to verify from the readings of texts that present a critical perspective regarding the thematic presented “Maria da Penha law”, what the reading intended/added to the degree of literacy of the students, interaction with text, context and comprehension. As well as verified that reading in the classroom becomes possible and lived, based on texts that make possible an evolutionary literacy in the school field in a motivating, socializing way, inclusive and critical. As well as allowed to verified relevant social factors the students' reality, that interfere negatively and directly in schooling.