Literatura de cordel na educação de jovens e adultos: um relato de experiência a partir do estágio supervisionado IV

Abstract

This article presentes the analyses and reflections arising from the discipline Estágio Supervisionado IV (Supervised Teaching Internship IV), part of the Pedagogy program at the Federal University of Alagoas (Ufal), focusing on the literacy development of Youth and Adult Education (EJA) students. The proposal centered on investigating the contributions of cordel literature as a pedagogical tool in the teaching-learning process, based on interventions carried out in a public municipal school in Maceió, Alagoas. The adopted methodology was qualitative, with a descriptive and interpretative approach, based on participant observation and teaching practices. During the teaching interventions, activities were proposed that combined linguistic, artistic, and critical elements, including the reading of cordel texts, the production of woodcuts (xilogravuras), appreciation of music, and dialogical discussions. The results indicate that the use of cordel literature significantly contributed to student engagement, promoting the development of reading, writing, and critical thinking skills. At the same time, the internship served as a space for knowledge construction, in which direct interaction with EJA students broadened the understanding of pedagogical practice, highlighting the inseparability between action and reflection in teacher education.