A experiência leitora e a organização do trabalho pedagógico na educação de jovens e adultos

Abstract

This work has the objective of understanding the involvement of the reading experience and the literacy process of young people and adults. In this sense, it is sought to identify the experiences of reading and writing and to acknowledge the processes involved in the appropriation of these skills to develop pedagogical mediations capable of favoring autonomy and protagonism of two subjects in the literacy process. This research was carried out during or supervised period in Initial Years, in an EJA modality, not the first semester of 2019, not Colégio Estadual Tancredo Neves, born in the city of Santa Maria-RS. The methodology used is based on a research-ação, ou seja, a concepção de teacher that reflects on their pedagogical action to qualify it. As a theoretical contribution, we used the studies of FERREIRO (2001) on the processes of reading and writing and the studies of FREIRE (1990) and (1996) on the processes of emancipation of the subject. The corpus of analysis used was formed from observations, plans, stories and reflections on the stage. The investigation allowed us to observe that the reading experience propitiates years that we carry out reading practice autonomously, looking for the possibilities of developing this activity in a more and more full way and the years that still have not reached the development of the reading practice, glimpse at the school or the middle of the realization dessa practice. A school should not go away to offer the opportunity of access to reading, especially when it comes to EJA students, since it is also the only opportunity to access reading at the school.