Letramento na EJA: Uma Análise Teórico-Prática no Núcleo da Educação de Jovens e Adultos do Ensino Médio no Centro de Educação da UFPB.

Abstract

The present work had as objective to reflect on the concept of literacy as a social practice and to analyze the importance o f its approach in the Education of Young and Adults and their respective contributions to the exercise of the Portuguese Language teacher in the pedagogical context of the EJA. This proposal is justified by the necessary harmony that must be established be tween the theory of literacy and the practice in the classroom developed by teachers. This study was based on the contributions of some theorists among whom: Arroyo (2011), Kleiman (2005, 2012), Soares (2004), Freire (2005). The field of research was the Y outh and Adult Education Center of the High School (NEJAEM), of the Education Center (CE) of the Federal University of Paraíba (UFPB). The subjects that participated in the research were three Portuguese speaking teachers, who work at NEJAEM / CE / UFPB. T he methodology was applied through a qualitative approach with descriptive purpose and survey an in depth study of an object through a questionnaire. We conclude that the pedagogical practices of educators need to emphatically make literacy possible, a s well as foster the development of renewed literacy practices based on their performances in youth and adult classrooms, which we consider relevant for the construction and dissemination of new studies and practices of literacy.