Estratégias de leitura no processo de alfabetização de jovens e adultos: desafios e possibilidades

Abstract

With the advent of technology, it is clear that the current reality experienced by our students has increasingly distanced them from the practice of reading and, as a consequence: difficulties in understanding, spelling mistakes, few significant productions by students, knowledge restricted to school knowledge. This occurs in cases such as: exchanging written messages for audios on WhatsApp, voice and video calls on the app, using the microphone to search for something on Google or YouTube, etc. In short, those who read little, write little. It is known that the habit of reading does not depend solely on the student, especially when this student is in EJA (Education for Young People and Adults), since this modality is generally chosen by people who, for some reason, were unable to complete their studies at the right age (therefore, they have more difficulties) or those who work and believe that such education is more flexible to be completed. The general objective of this work is to report the difficulties encountered in the reading process in literacy, as well as possible strategies to combat them, specifically in EJA (Education for Young People and Adults) and, specifically, to propose ways to stimulate and encourage reading, through intervention, for the development of vocabulary and writing, to report the difficulties that many students suffer when it comes to reading, whether in school or in any other environment, in addition to improving knowledge regarding the teachinglearning process regarding reading. The theoretical framework used is the contributions of authors such as Freire (1980, 1989, 1996); Garcia (1998); Cafiero (2004) and others. In order to carry out this work, a bibliographical research was carried out. After analyzing the information obtained, it was possible to conclude that the practice of reading can occur in many ways. The reader himself dictates his interest. His motivations and desires will lead him to the habit of reading. However, external incentives, such as those from your educator and the environment around you, can contribute significantly to your academic success.