Reflexões sobre a compreensão responsiva ativa de alunos de EJA: um olhar a partir de práticas de letramento

Abstract

This work is a reflection on the active responsive understanding of students of the Youth and Adult Education in the perspective of literacies. In the present work, we reflect and analyze the responsiveness of students in this type of education in a public school in the city of Maceió, Alagoas, seeking to identify factors that facilitate or hinder this kind of understanding. An ethnographic approach was used (TRIVIÑOS, 1987), using description and interpretation, in a self-observation (MATTOS, 2002), following some principles of the action research (BARBIER, 2007), in a qualitative research perspective (CHIZZOTTI , 2008). The results point to the fact that the intermediation of the teacher in teaching perspective with literacies, opening up spaces in the classroom in other to the responsiveness development, has a significant role in the development of active students' understanding of the Youth and Adult Education. For theoretical argument we dialogue with Bakhtin (2003), on the conception of language, Bakhtin / Voloshinov (2006) and Zozzoli (1999, 2002, 2008, 2012) to reflect on the active responsive understanding, Kleiman (1998, 2007) , Rojo (2009, 2012) and Street (1984) to think about the literacies in teaching and learning process and Freire (1987, 1988.1999, 2001) to contextualize the Youth and Adult Education.