O jornal mural na EJA: possibilidade de aproximação entre língua e sujeito por meio de atividades de leitura e retextualização de entrevista jornalística

• Autor(a) principal: Jesus, Luciana Barros Rodrigues de
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal de Alagoas (UFAL)
• Texto Completo: http://www.repositorio.ufal.br/handle/riufal/6000
• topic: Etnografia; Letramento - Ideologia; Jornal mural - Utilização; Educação de jovens e adultos; Ethnography; Literacy - Ideology; Wall newspaper - Use; Youth and Adult Education; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

This work discusses the issue of literacy non-hegemonic socio-cultural groups, and especially the Youth and Adult Education of a municipal school in Arapiraca, Alagoas. One of the most relevant topics for teaching literacy practices unfamiliar to the learner points to the border orality / writing area. Working on this theme should not be guided by a logic of what is now identified as the diglossic polarization, that is, the contrast between oral / written language, from which ancient beliefs reinforce stigmas related to the latter: correct language, appropriate language, cultured language, etc. From this perspective, the didactic proposal presented here had as general objective to elaborate a wall newspaper by reading the local newspapers with emphasis on issues that are part of public bodies and, as a specific goal, work the journalistic interview genre as a rewriting of the wall newspaper. The theoretical and methodological support of our study combines notions of ideological literacy, as proposed by Street (2014) and Signorini (2012), and ethnographic approach in the classroom context, as André (2012). With regard to reading, partial results showed that the selected topics for the newspaper layout meet the pragmatic needs of students. In this case, the section directed to the theme of violence was highlighted. Regarding retextualization activity, it was observed as major operations the elimination of interactional brands and repetitions, the introduction of punctuation, the reordering of discursive topics and stylistic treatment with selection of new structures. The intervention experience undertaken in PROFLETRAS through literacy practices focused in the local context by using the wall newspaper brough to my students a closer relationship with the language once lost due to the work focused on Grammar and disconnected from real situations. As a teacher, I may now rethink my teaching practice in young people and adult education.