Prática de letramento literário na educação de jovens e adultos como ferramenta para formação de sujeitos crítico reflexivo

Abstract

The objective of this research was to address the contributions of literary literacy in Youth and Adult Education, highlighting its relevance for the integral development of students in this teaching modality. Students who are served by EJA, when inserted in this education modality, need an education that allows them a critical and reflective formation, capable of making them able to act autonomously. However, schools need to develop means that allow the provision of a civic education for these young people and adults, taking into account their knowledge, skills and expectations. Therefore, with this research we seek not only to understand the direct benefits of literary reading, but also to identify the most effective practices and strategies for promoting access to literature and its transformative potential. By addressing this topic, we shed light on the importance of integrating literature in a meaningful way in the curriculum of Youth and Adult Education, planning not only for academic development, but also for strengthening the self-esteem of these students as well as their creativity and awareness. In order to achieve the objectives proposed here and to have the development of this research as desired, we count on the contributions of Ângela B. Kleiman (2016) and Ingedore V. Koch (2010) with their studies on text and reading as an interactive process between subjects; Magda Soares (2003) and her approaches to the concept of literacy and alphabetization; Paulo Freire (1996) and his studies on education, freedom and autonomy that are essential for quality education; Rildo Cosson (2011, 2014, 2018 and 2020) addressing literary literacy and interactive reading as a means of training the reflective critical reader; Terry Eaglenton (2006) and Leyla Perrone-Moisés (200 and 2008) on literature, in addition to other authors who are part of the writing of this work.