Significados da leitura para os educandos dos ciclos III e IV da educação de jovens e adultos

Abstract

This Course Completion Work (TCC) has the general objective of understanding the meanings of learning to read for the life of Youth and Adult Education students. As specific objectives, we intend to: identify the motivations that lead EJA students to return and continue their training; describe the role played by reading in the life of the EJA subject; identify effective methodologies in the literacy process of EJA students. To present the methodological path of this study, we focused on research recommendations based on reference authors on the topic, such as Minayo (2009) and Lakatos; Marconi (2003). The research procedures were defined as qualitative. Three varied data collection instruments were listed to better understand the topic: fieldwork, participant observation and semi-structured interviews. The study involved 11 EJA students, from Cycles III and IV of a Municipal School in the capital of Paraíba. The research results highlight the importance of learning critical reading in the lives of EJA students, motivated by opportunities, family support and practical skills. Reading, according to this study, promotes autonomy, access to information and professional improvement. Experimental, contextualized and flexible teaching methodologies are essential for success in literacy and critical literacy, enabling students to face daily challenges and achieve personal, educational and professional goals.