Por que escrever cartas com as estudantes da educação de jovens e adultos em Viçosa?

Abstract

This paper reports on pedagogical experiences with the textual genre of letters, developed in a class of Youth and Adult Education (EJA) at Frei Damião Municipal School, located in the Quinta da Serra Settlement, in the municipality of Viçosa. The main objective was to highlight the process of literacy and schooling through the exploration of this genre, focusing on a group of rural women. These students seek autonomy, empowerment, and recognition of their identities. The adopted methodological practice was based on the experience report, written expression of experiences, the expansion of knowledge, and continuing education, especially in the educational field. The theoretical foundation was built based on authors who address the topics of EJA, Literacy, and Schooling. The research assumes that EJA students, particularly in Viçosa, return to the school environment with the aim of becoming literate and/or enhancing their literacy skills. Furthermore, they seek to improve their living conditions, find na escape from challenging routines, and achieve better employability opportunities. It was found that working with the letter genre, in the context of literacy and reading and writing skills, connected school knowledge with the life experiences of the students. The pedagogical mediation promoted allowed for the construction of broader meanings for educational practice. This not only encouraged the development of linguistic practices but, above all, valued the memories, stories, and experiences of rural women students. In this way, the school space was transformed into na environment of recognition, welcome, and active participation.