O ensino de língua portuguesa na Educação de Jovens e Adultos: perspectivas de professores do Ensino Médio de Nova Iguaçu

Abstract

Language teaching is not going well; the criticism that the school does not encourage the training of readers, does not train students capable of reading and understanding manuals, reports, codes, instructions, poems, chronicles, summaries, graphs, tables, articles, editorials and many others is already on the lips of many other written materials and also to produce these materials in writing (ANTUNES, 2009). The aim of this research is to discuss the perspectives of Portuguese teachers of high school who work in the young and adult education about language and language teaching at school. We used the contributions of qualitative research and carried out semi-structured interviews with three teachers from a state school in the municipality of Nova Iguaçu, which serves the largest number of EJA classes in at Nova Iguaçu High School. The survey revealed that the teachers interviewed come from public and private institutions and that their training did not include teaching at EJA and that, despite not having chosen the field, they decided to stay there. The research also revealed that despite having learned the Portuguese language through the memorization of normative grammar, teachers seek to develop understanding and writing of texts through the development of pedagogical projects.