Leitura e processos de formação de leitores em EJA

• Autor(a) principal: Macário, Rosely de Oliveira
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10458
• topic: Reader training; School curriculum; Textual genres; Reading; Reading strategies; Elementary School; EJA; Formação de leitor; Currículo escolar; Gêneros textuais; Estratégias de leitura; Ensino Fundamental; EJA; Educação; Leitura; Educação de jovens e adultos; CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO DE ADULTOS

The present work aims to present and discuss, based on the research of the bibliographic type, a theoretical basis based on different aspects in the field of interdisciplinary academic literature that make it possible to characterize the processes of reader formation that deal with the act of reading in order to attend the student in the 1st segment of Elementary School, initial series (1st to 5th year), in EJA. Thus, the study of reading practices aimed at the development of the reader in EJA is taken as an object of study, considering the diversity of the student. In the first chapter, some voices that permeate Youth and Adult Education (EJA), disseminated by the voice of the legal apparatus in the specific area of the EJA, are also discussed alongside the actions coming from official programs that deal with teaching and, particularly, their curricular matrices. Next, it is evident from the contributions of Paulo Freire how the teaching of reading in the perspective of the formation of readers is conceived under the domains of the Freirean perspective, in order to discuss its interlocution in the perspective of the formation of readers in society postmodern. In the second chapter, some trends are presented in the debate about school curriculum, seeking to understand the contributions brought by researchers who base some proposals in the educational literature, seeking to respond to the challenges posed in the EJA modality. In the third chapter, some contributions of well-researched researches in literary theories, as well as in the valorization of the use of the textual genres in the situated practices of the language, stand out by the discussion about the multimodal genres derived from the multiple possibilities of the act of reading with the use of verbal and non-verbal language into single text. In this sense, it signals to the existence of the multiple judgments of the act of reading that are realized inside and outside the scholastic scope. In the fourth chapter, we try to define the reading strategies that are established between reading texts, developing reading comprehension and learning. This work seeks to give visibility to a theoretical aspect that, while recognizing that access to reading and the production of oral and written texts is one of the more specific purposes of the Basic Education of the Brazilian citizen, does not disregard the fact that the student inserted in groups of the EJA, despite their learning difficulties, is also an agent of literacy, since it performs outside the school context the true acts of reading and producing texts in the social practices of the use of written culture in literacy practices. In this way, we try to discuss the teaching of reading in a context of diversity, considering the student as a social subject learning, reader/producer of texts, despite presenting severe learning difficulties, as is the case of the student profile of the EJA