Memórias, sabores e saberes na EJA: o gênero textual receita como possibilidade de ensino e aprendizagem

Abstract

The supervised internship constitutes a formative space in which students have the opportunity to experience everyday school life, enabling a closer relationship between theory and practice. In this context, this article aims to present educational practices of teaching intervention developed with a class from the first segment of Youth and Adult Education (Educação de Jovens e Adultos – EJA) at Escola Municipal Professora Maria Petronila de Gouvêa, located in Marechal Deodoro, state of Alagoas, during the completion of Supervised Internship IV of the Pedagogy degree program at the Center for Education of the Federal University of Alagoas (CEDU/UFAL), in the second semester of 2024. The reported experience focused on the use of the textual genre recipe as a pedagogical resource in the early years of EJA, seeking to articulate literacy, identity, and memory in students’ reading development, as well as to promote, in a meaningful and contextualized way, the development of reading and writing skills and basic mathematical notions, such as measures and proportions. The research consists of a case study adopting a qualitative approach, whose nature allows for the understanding of social phenomena in their real contexts, considering the multiplicity of meanings attributed by the subjects, based on Flick (2005), Yin (2001), and Stake (2009). The methodology involved observation and participant involvement, focusing on the development of classroom activities articulated with theoretical references by Bakhtin (2003), Brasil (1998), Ciriaco (2020), Dolz and Schneuwly (2004), Freire (2015), Geraldi (2006), Marcuschi (2008), Perini (2005), Prado (2003), and Vieira (2006), enabling the comprehension of teaching–learning processes through interaction with students and the cultural context in which they are embedded. The results indicate that working with the textual genre recipe, articulated with students’ memories, favored the development of reading and writing skills, providing more meaningful learning by considering the cultural practices present in the EJA context.