Letramento social: uma análise das práticas pedagógicas dos(as) professores/as da educação de jovens e adultos do município de Cuitegi – PB

Abstract

In contemporary society, the learning to read and write for social purposes becomes an essential skill for young, adults and the elderly people, requiring the development of multiple literacy skills. This leads us to the study of multiple literacies, increasingly discussed and considered in the literacy process, understanding the diversity of meanings and social contexts involved. In Youth and Adult Education (EJA), the need to understand and value this teaching and learning process focused on social literacy practices is even more urgent so that students to acquire and develop reading and writing skills in various literate spaces and events, inside and outside the school environment. Thus, this research aims mainly to analyze the social literacy practices used by Youth and Adults Education teachers and their contributions to the daily lives of the students in the municipality of Cuitegi - PB. This is an empirical research with a qualitative approach, in which we use semi-structured interviews, guided by a script. To analyze the collected data, it was used Content Analysis (CA), recommended by Bardin (1977), whose approach allowed us to analyze the speeches of the six Youth and Adults Education (EJA) teachers interviewed. The following categories were discussed during the dissertation: social literacy, pedagogical practices and continuing teacher training. The results point to a teaching that values everyday knowledge, experiences and world experiences of Youth and Adult Education (EJA) students. Providing in the classroom a space for the socialization of knowledge and empowerment of students. We identified that the pedagogical practices exercised with students have contributed to meaningful and contextualized teaching, so that students are inserted into a literate and technological society. It was also possible to notice that teachers seek to research and train themselves faced with the social demands that are placed in the classroom, together with the specificities of the class. We also demonstrated the need for specific continuous trainings for Youth and Adults Education (EJA) teachers, so that they can contribute even more to teaching in this modality, aiming at successful and inclusive learning.