Letramento literário e os sujeitos da EJA: práticas, eventos e significados atribuídos

• Ano de defesa: 2010
• Autor(a) principal: Dorothy do Abaete Andrade Neiva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Letramento; Educação de Jovens e Adultos; Leitura literária; Alfabetização de adultos; Educação; Leitura Estudo e ensino
• Link de acesso: http://hdl.handle.net/1843/BUOS-8H2KTP

The aim of this research is to identify the role of the teacher and the participation of students in a dialogued Literary Reading experience, which took account groups of students on a literacy development and also new literate students that are part of the Youths and Adults Education Program. The purpose is to verify the significance of the event for teachers and students, if the literary reading offer conditions for the students literary literacy, not just at school, but for their lives. Yet, according to the interviews, it verifies if the teachers consider themselves as literary readers. In this context, the purpose of this paper is to verify if the role of reading is helping the students to understand the world in a more comprehensible way or if reading is being used simply as a tool of decoding and development of writing, and also to understand what are the teachers literacy conception. The theorists considered are Magda Soares, Antonio Cândido and Paulo Freire. The conclusion of this paper considers that students and teachers understand the Literary Reading workshops as events of literacy significance because they promote a better and necessary understanding of the world. Regarding the teachers literary reading, they have a poor literary reading experience; instead, they prefer other kinds of reading. Observing the reaction of the students when involved with the literary reading proposed and the thoughts about their answers in the questionnaire, the conclusion is that the students taste for the Literary can be aroused from activities developed in classroom. On the other hand it is not possible to guarantee its permanence outside the classroom. However, it is possible to understand that activities like watching TV, reading notes, recipes and magazines are for the students that collaborate with this research a must. Literature can become a need if the work with the literary text becomes an effective and everyday practice inside the classroom. The results acquired conclude that just at the school space the majority of the students have access to this symbolic possession which is literature, and as Candido (1995) teach us, we cannot deny them this right.