Alfabetização e letramento na educação de jovens e adultos: um estudo de caso a partir de narrativas de docentes da escola municipal Lêonidas Santiago – João Pessoa-PB

Abstract

The present research investigates literacy and reading practices in Adult Education (EJA) through a case study based on teacher narratives at the Municipal School Leônidas Santiago in João Pessoa-PB. Its specific objectives are: to analyze the literacy practices developed by teachers in adult education; to identify the theoretical and methodological concepts that underpin the pedagogical practices of teachers; and to understand how teacher narratives can contribute to the reflection and improvement of literacy practices in EJA. The theoretical framework is supported by authors in the fields of EJA, Literacy, Adult Literacy, and Popular Education, including Di Pierro, Joia, and Ribeiro (2001); Freire (1989, 2011); Soares (1999, 2004, 2005); Schwartz (2010); Arroyo (2018). Methodologically, we anchor the research in qualitative methods and adopt semistructured interviews with teachers working in the 1st Segment of EJA as a data collection instrument. The focus is on teacher training and the need for contextualized approaches to literacy and reading, as the results allow for an understanding of the lived experiences of teachers, highlighting the importance of continuous training to improve their pedagogical practices to meet students' needs. Another point addressed by the research is the importance of using diverse methodologies in the literacy of young people, adults, and the elderly, aiming to overcome the limitations of traditional pedagogical practices. Finally, the research conducted with teachers at a municipal school has contributed significantly to the reflection on the urgency of improving the quality of EJA, the development of meaningful and contextualized literacy projects, as well as the implementation of public policies compatible with the reality and complexity of EJA. The results of this case study highlight the importance of developing meaningful and contextualized literacy projects, considering the needs and experiences of students. Furthermore, they emphasize the need for the implementation of public policies that align with the reality and complexity of EJA, aiming to ensure quality and inclusive education for all students.