Letramento literário na sala de aula: o cordel na educação de jovens e adultos

Abstract

Cordel Literature, with its linguistic and cultural richness, has proven to be a powerful tool in the teaching-learning process, especially in the context of Youth and Adult Education (EJA). Given the need to develop literary skills and encourage students' active participation, this research proposes to investigate the use of cordel as a teaching methodology, taking as a reference the work A Pedra do Meio-Dia, by Bráulio Tavares. By integrating elements of popular culture into the school environment, the aim is not only to foster the habit of reading, but also to encourage critical interpretation and the collective construction of knowledge. In this way, the study seeks to understand how cordel literature can contribute to the formation of reflective readers, capable of relating the themes addressed in the texts to their experiences and the social context in which they are inserted. In addition, it aims to reflect on the application of this methodology in the teaching-learning process of students in Cycle III of Youth and Adult Education (EJA). The theoretical basis is based on studies by Cosson (2022), Soares (2014), Galvão (2001), Viana (2010), Freire (2011), Pinheiro and Marinho (2001), Haurélio (2013), Oliveira (2021), Tardif (2002), DePietri (2009), Ribeiro (2001), among others. The qualitative action research was carried out through observations, questionnaires, and interventions proposed by reading and writing workshops. The study was conducted in a public school in Guarabira, Paraíba, with students from Cycle III of EJA. Through this practice, it was possible to identify how cordel literature can stimulate interactions and increase the active participation of students in the teaching- learning process, promoting literary reading and assisting in the construction and interpretation of knowledge.