Alfabetização e letramento: um estudo sobre EJA

Abstract

The theme of this investigation is to address Literacy, Literacy and Young Adult Education (EJA). EJA is characterized as a flexible pedagogical proposal, with specific purposes and functions with a defined duration, taking into account the knowledge of the life experience of young people, adults and elderly people linked to individual and collective daily experiences, as well as the world of work. Thus, the research question is: what have been the themes (concerns) of Brazilian academic productions (2010 to 2020) in the field of literacy and literacy in EJA? This type of teaching is an important way for students who were unable to attend school at the right time and thus have the opportunity to complete their studies, achieving their goals and contributing to the improvement of life in its multiple aspects. The EJA teacher has an important role in recognizing the experiences that students carry, valuing literacy and literacy practices. Education must be rethought, continued according to the speed at which the world is renewed, taking advantage of each student's knowledge, and also showing that it is necessary to provide EJA students with conditions for permanence, since they should not just be included, but rather provide conditions to enable the student's full development. The methodology used was qualitative, of the state of knowledge type: Brazilian academic dissertations were mapped from the Theses and Dissertations Data Library (BDTD) on literacy and literacy in EJA; identifying the main themes presented and discussed in these academic productions from 2010-2020. The results showed that the eleven dissertations located in this period had as their main themes the methodological practices of EJA teachers and the concern with the literacy of these subjects. Other themes such as concern with written production, in particular, students' difficulties in writing and also the study of teaching materials were addressed. It can also be identified that the methodology took qualitative research as an approach, highlighting empirical work with teachers and students and documentary studies.