O gênero textual curriculum vitae: aspectos estruturais para a produção escrita e em vídeo por alunos da EJA

Abstract

The school space needs to provide conditions so that Youth and Adult Education - EJA students feel included in the educational processes. In this sense, this work, the result of a qualitative research carried out in the Pedagogical Residency Program (PRP), discusses the main challenges faced by Portuguese language students and teachers of the referred modality with regard to literacy practices based on the knowledge of world of these students, seeking to reflect on the didactic work with textual genres that establish a relationship with the daily lives of these students. Thus, a work was organized with a view to teaching-learning the textual genre Curriculum Vitae, in two modalities: the written curriculum and the video curriculum, by students of the 4th period of the EJA modality of a public school in Maceió/AL. To support the work, studies linked to the theories of literacy/multiliteracies and textual genre were sought, through which it was possible to better substantiate the school contents of language and its links with the students' reality. That said, we elaborated the following research problem: “how is the teaching-learning of the textual genre curriculum vitae, with a view to literacy practices, in an EJA class?”, which gave rise to two other guiding questions: “ how do students perceive the diferente characteristics of the textual genre cirriculum vitae?” and “what are the conceptions of language and language that guide the proposal for teaching the genre in question?”. Textual production workshops were held, from which we were able to draw our corpus of analysis. The results point to a greater motivation of students in the construction of textual communicative learning, not only of the worked genre, but with the reflection that each genre has a communicative function and that it should be organized according to this function.