Ensino da oralidade nos livros didáticos de alfabetização da EJAI: análise da coleção "Nova EJA Moderna" - PNLD EJA 2026

Abstract

This study aims to analyze the Nova EJA Moderna – Alfabetização e Matemática collection, published by Editora Moderna and approved by PNLD EJA 2026, intended for the first segment of EJAI. The objective is to identify the proposals related to the development of orality and to examine its relevance in the literacy process of young people, adults, and the elderly. The theoretical framework is based on authors such as Bakhtin (2011), Marcuschi (2001), Schneuwly and Dolz (2004), Costa-Maciel (2025), Magalhães and Cristovão (2018), Bueno (2015), and Soares (2020), among others, as well as official documents such as the PCN (1998) and the BNCC (2018), which recognize orality both as an object of teaching and as a tool for social interaction. The specific objectives include identifying the oral genres present in the collection, examining the proposed pedagogical strategies, and analyzing the extent to which the activities promote listening, speaking, interaction, and social participation. The study also considers the historical, political, and social context of Youth, Adult, and Elderly Education, drawing on Arroyo (2017) and Freire (1981), and highlighting the importance of orality for knowledge construction and educational inclusion of learners who return to school. This documentary research qualitatively analyzed volume 1 of the Nova EJA Moderna – Alfabetização e Matemática collection, using content analysis as the methodological approach (Bardin, 1997). The oral genres and proposed activities were mapped to understand how they support practices of listening, speaking, and interaction. The results show that the collection includes different oral genres and suggests activities that encourage active student participation, although some proposals present limitations regarding systematization and diversity. The study indicates that key aspects of orality — such as argumentation, narrativity, and dialogic interaction — are partially addressed but require greater methodological depth. It is concluded that the analyzed teaching material contributes to the valorization of orality in EJAI but also highlights the need to expand and diversify the proposed practices in order to strengthen the relationship between orality and literacy and to ensure a meaningful and comprehensive educational experience for EJAI learners.