Contos: caminho para a formação leitora em alunos jovens-adultos em turmas de EJA

Abstract

When observing the schools and students belonging to PEJA (Youth and Adult Educational Program), the difficulty of a truly inclusive educational process that escapes the reality of evasion and exclusion of students from this type of teaching is noticiable. In aware of this situation difficulties, the idea of this research arises in order to present a proposal for working with literature from the reading of stories in Youth and Adult Education (EJA) classes in a Municipal school in Rio de Janeiro as an attempt to present changes in classes, making them more significant, with the perspective of students recognizing themselves as readers and generating the possibility of a more autonomous and critical reading. To try to achieve these objectives, the role of the teacher-mediator is fundamental, when choosing stories and mediating classes in which listening to the student's speech is the center point for the identification of the text with their life stories and to record their experiences in a reading diary. For a better development of the work, the projects of writing a collective text, the making of a box of stories for spontaneous readings and a literary café were also carried out in order to socialize and evaluate the students' perception of the activities developed during the classes. In order to provide a theoretical basis for this work, authors such as Antonio Candido, Paulo Freire, Teresa Colomer, Michele Petit, among other scholars dealing with the themes of youth and adult education, reading, literature and teaching were studied.