Letramento literário na educação de jovens e adultos integrada à educação profissional: uma metodologia crítico-transformadora

Abstract

The Education of Youth and Adults becomes a modality of basic education according to the Law of Guidelines and Bases (Law/9.394/96). Since then, it is necessary to consider public policies that encompass this modality and how to propose methodologies that stimulate these individuals to critically reflect on the world. In this sense, the general objective of this work is to discuss the theoretical-methodological perspective of Literary Literacy as a possibility to promote a dialogical space in Adult and Youth Education. The specific objectives are: (a) To investigate the historical trajectory of Youth and Adult Education and Youth and Adult Education Integrated with Professional Education in Brazil in its relation to pedagogical practices involving literature characteristics for this public; (b) To verify to what extent official documents, such as the Law of Guidelines and Bases, National Curriculum Parameters, National Curriculum Guidelines, and the National Common Curriculum Base, contemplate and/or guide the work with literature in Youth and Aults Education; and (c) To reflect on Literary Literacy as a viable methodology for this modality. The methodology employed was a literature review research to discuss the historical panorama of Youth and Adult Education and Youth and Adult Education Integrated with Professional Education, the context of working with Literature and Literary Literacy (COSSON, 2006). The theoretical framework included legal and teaching guidance documents, such as the National Common Curriculum Base (BNCC), and laws and policies implemented for Youth and Adult Education, in addition to the theoretical foundations of COSSON (2006) (2020), ARROYO (2017), SOARES (2002), and DI PIERRO; HADDAD (2000). As a material for the analysis of Literary Literacy as a critical and transformative methodology in Youth and Adult Education Integrated with Professional Education, a basic sequence in the style of Rildo Cosson was analyzed to assess the potentialities of working with literature through Literary Literacy, enabling a dialogical approach and focusing on reader formation. It is concluded that the use of planning based on sequences elaborated by Cosson contributes to the pedagogical work of the teacher and enables critical formation through the reading of literary works. The application of this methodology can represent a significant advancement in promoting quality education for young people and adults, emphasizing literature as an enriching pedagogical component and forming a community of readers.