Prodição textual na formação profissional do aluno da EJA

Abstract

Youth and Adult Education (YAE) is a modality with particularities which distinguishes it from Regular Basic Education. The worldview of an individual resuming to studies at adulthood is quite peculiar, as their beliefs and values have already been consolidated. Moreover, these young people and adults live in the world of work, have social and family responsibilities, and have formed their ethical and moral values based on the socio-economic and cultural reality in which they are inserted. From this point of view, this research raises the following question: what paths should the Portuguese Language teacher follow in order to encourage the teaching and learning process of textual production of students from Youth and Adult Education in the modality of Vocational High School? For this purpose, its general objective is to develop a methodological proposal in order to resignify the teaching of textual production, specifically in the context of PROEJA, in the Federal Institute of Paraíba (IFPB/Campus JP). Thus, the production of multimodal texts in the teaching of Portuguese language was taken as the object of this study. In order to auxiliate the research, the theoretical contributions of the Linguistics which deals with mother tongue teaching (ANTUNES, 2003; BUNZEN; MENDONÇA, 2006); of literacy studies, based on Kleiman (1995, 1999, 2008); Rojo (2004; 2009); Soares (2004, 2009) and of multimodality (DIONÍSIO, VASCONCELOS, 2013, RIBEIRO, 2016) were used. Studies with focus on didactic sequence of textual genres, such as those suggested by Dolz and Schneuwly (2004), and the official documents that regulate the teaching of Portuguese Language in High School were also taken into consideration. Methodologically, it is a qualitative research, of the action research type. Data were collected through participant observation, research diary and from the collaborators' textual productions throughout the research. Data analysis followed a descriptive and interpretative process. The results reveal the importance of didactic-themed literacy projects that value pedagogical practices aimed at the construction of citizenship as well the real daily and professionals needs of the students from EJA, taking advantage of the knowledge of the world that they acquired naturally as a differential facilitator in the school literacy process.