Práticas de alfabetização e letramento na EJA: relato de experiência

Abstract

This study aims to report the experiences gained during the Supervised Internship III and to understand how working with textual genres can contribute to the literacy process of students in Youth and Adult Education (EJA). This is an experience report developed in a public school in the city of Maceió, Alagoas, Brazil, with a first-stage EJA class. The activities were carried out through classroom observations and teaching practice, focusing on the textual genre list, integrated with the themes of healthy eating and grocery shopping planning. The pedagogical activities sought to connect school content with students' everyday experiences, valuing their prior knowledge and life experiences. The results showed that contextualized teaching practices promoted students' participation, interest, and engagement in reading and writing activities, contributing to more meaningful literacy processes. The experience also enabled reflection on challenges faced in Youth and Adult Education, such as the diversity of learning levels, irregular attendance, and the social conditions that affect students' school attendance and permanence. It is concluded that working with textual genres is a relevant pedagogical strategy for promoting contextualized learning and bringing reading and writing practices closer to the needs and experiences of Youth and Adult Education students.