Práticas de letramento no processo de seleção de emprego: uma experiência com discentes da educação básica

Abstract

This research was carried out in the municipality of Conde/PB, in a school located in a rural area, with students who have a high failure rate and difficulty in the reading and writing process, and this deficit can be identified in all the classes at the school. The local economy is sustained by small businesses, family farming and a hotel chain in the coastal region of the city. Faced with this reality, the general objective of the contribute to improving students' performance in critical reading and writing, through genres from the field of labor selection, based on a literacy project, which will be detailed in the Pedagogical Notebook prepared. The literacy events focused on reading and written text production with the following genres: job advertisement, CV and job interview. This is a descriptive, purposeful and interventional study with an 8th grade class, based on the studies of authors such as Paiva (2019), Tripp (2005), Bortoni-Ricardo (2008), Vianna (2003) and Ferreira (2001). The proposal is based on a diagnosis made with reading activities of the job advertisement genre and the initial production of the curriculum genre, which were analyzed. All the work was based on literacy studies by Kleiman (1995), Rojo (1998, 2009), Rojo et al (2012), Oliveira (2014) and Soares (2021); on discussions about reading, writing and orality, from an interactionist perspective, presented by Koch (2009, 2018), Marcuschi (2007, 2010), Antunes (2003) and Bentes (2010); the official documents governing basic education in Brazil; and also the concept of textual discursive genres proposed by Bakhtin (1997), Marcuschi (2010). The results of the analysis showed that the genres worked on were known to the students, but they didn't have a critical view of their use. In the reading workshops, there were doubts about identifying implicit language and the dialog that exists between non-verbal and verbal elements. In addition, in the writing workshops, difficulties were noticed in terms of the amount of information in textual productions, inadequate grammatical structure, formality of language and spelling mistakes. In this way, in addition to producing a pedagogical notebook with the paths taken to carry out the research, this work has highlighted that, through the use of genres aimed at the world of work, it is possible to create a literacy project that contributes to autonomous social action and the critical development of students.