A leitura literária e as escrita com intenção artística no processo de letramento literário na educação de jovens e adultos - EJA

Abstract

This work is result of research carried out in the Professional Master in Language Teaching, at the Federal University of Pampa, campus Bagé/RS. The research theme is literacy reading and with artistic intent writing in the literary literacy process of students from the entire class 6, Youth and Adult Education- EJA. The general objective of the research is to analyze to what extent the literary literacy of the EJA class was promote, based on activities associate with reading literary texts and with artistic intent practices in whiting , using information and communication technologies as support- TICs, as well as examining the students’ manifestations regarding the activities developed. To this end, a Workshop was implement with a class of 6 in state school system, in the city of Bagé/RS. The meetings took place from August to November 2019. During the development of the project, literary reading and writing activities were carried out, using methodology adapted from Cosson’s (2007) basic sequence proposal. The first section of theoretical foundation presents studies on literacy, supported by the theories of Kato (1986), Soares (2012), Kleiman (1995), and Cosson (2007,2014). The second section on literary reading, present discussions relate to the concept, from official documents, such as National Curriculum Parameters- PCNs ( BRASIL,1998), the BNCC- Common National Curricular Base and Opinion CNE/CEB 11/2000 which deals with the National Curricular Guidelines for the Education of Youth and Adults, in addition to theoretical studies by Paulinho (2004,2005,2014), Rezende (2018), Cosson (2007), and Paulinho and Cosson (2004, 2005, 2009). The third section, on the choice of literary texts, explains how the selection of works for the literary reading of the Workshops took place, based theoretical assumptions of Cosson (2007), The fourth section, on writing in general, literary writing with artistic intent and creative writing, starting from the assumptions of Freire (1982, 1984, 1996), and Freire and Nogueira (1993), and supported by theoretical studies of Rezende (2018), Guedes (2003), Geraldi (2013), and Tauveron (1996, 1999, 2002, 2003, 2014), in addition to dealing with aspects about the conceptions of workshops dedicated to creative writing, according to Grando (2019), and Assis Brasil (2015, 2017). The last section of the chapter, Digital Literacy, presents the concept of digital literacy, based on the concepts of Soares (2002), Buzato (2006), Moran (2004, 2015), and Pinheiro (2012). Data analysis is based on dialogues established with the class via WhatsApp, of the texts produced by the students during the meetings and of the final product of the workshop, the e-book Texts produced in the with artistic intent literacy reading and Writing Workshop. As result of the 12 research, a pedagogical product for teachers is presented, which consists of a script for implementing a Writing Workshop.