Práticas de leitura no segundo segmento na Educação de Jovens e Adultos

Abstract

The survey entitled "reading Practices in classes of adult and youth education in a public school of Maceió" aimed to reflect about the teaching job with relationship to the practice of reading in the classroom in the mode of adult and youth education. We analyze the reading practices carried out by a teacher, in four classes of the second segment of adult and youth education, seeking to investigate whether the readings offered enabled students of EJA a critical contribution to the social environment and whether you'd be linked to socio-cultural contexts of these subjects. In this research, the methodology was qualitative, with case study features, with direct observation and application of questionnaires in the classroom, as well as semi-structured interview. For the realization of this investigative work, the space used was an institution of adult and youth education that answered the second segment on the public network. The theoretical foundations of the work were essentially a dialogical conception and interacionista of the reading process, considering the variables in question: author-text-reader, a progressive design, inspired, especially in Freire, taking into account the specificities of the EJA and analysis of data, we take based on such authors as Freire (2011), Rangel (2005), Silva (1998a, 1998b, 2013), Witter (1999). We want to research, contribute to a greater understanding of the pedagogical practices of reading in and collaborate also in reflection on the subject. From the analysis of the data it was possible to perceive reading practices adopted by teacher and the results show that most read activities performed in classroom approached much more mechanical decoding skills of writing, no relation to the context of those subjects and uses real, unlinked than of a practice that fosters a critical view , libertarian and transformative.