Literatura literária na EJA

Abstract

This work aims to understand the space of literary reading as a possibility of contributions to social formation and reflections on the teaching and learning processes of Youth and Adult Education. This research is bibliographic, documentary and qualitative in nature. Thus, we proposed to analyze the perspective of an EJA class through the application of a questionnaire at the Sebastião Alves dos Reis State School of Education, located in Assunção do Piauí/PI. In this way, we understand the theoretical-methodological aspects, the students' perception of literary reading and teaching practices. To support this, we used some theorists, including: Ferrarezi and Carvalho (2017); Rouxel (2013) and Calaça (2016). We can reflect that the teaching of literature still continues to be disjointed from the practice of literary reading and when it comes to EJA we find a lot of resistance, whether from the school or from the practice of teachers. But given this, we realize through the subjectivity of some students that the importance of reading is essential for social formation. The responses obtained from the students demonstrate that the literary reading space is a possible practice in the EJA modality, understanding through experiences and specificities the importance of the reading process in a meaningful way.