“Mas Pode Ser Diferente, Não É, Professora?”: análise das experiências estéticas e cotidianas no ensino de Língua Portuguesa em uma turma de EJA de Alagoas

Abstract

Taking part of the research line of Reading and textual production: social diversity and teaching practices, from Profletras-Ufal, this job aims to analyse the reading development, based in the joint between daily experiences and literary readings and esthetics in the Portuguese Language teaching of learners in a class of Youth and Adult Education (EJA), equivalente to the 6th grade, of a public elementary school from Alagoas, through poems and canvas paintings to explore needed skills for the construction of their autonomy and practicality in texts reading. For this purpose, it is based on the dialectical method, basing in Candido (1995) Cosson (2006) and Jouve’s (2012) concepcions about: importance of literature; Solé (1998) and Cosson’s (2006) about: reading and literacy; Fischer (1977), and Eco’s (1991) about: esthetic experience; Freire (1981; 1989; 2013) and Moura’s (2007) about: teaching conceptions of youth adult education; Tonet (2005), Freire (1989; 2013), Lukacs (2010) and Mészáros’ (2011) about: education and labor in the capitalist society; Benjamin (1987) and Candido’s (1995) about: art and mass culture. These concepcions, basic, were raised by the following guiding questions: what kinds of proposals stimulate the pleasure of reading a literary text and enables the aesthetic knowledge in Youth and Adult Education?; how to adopt the school-book in conjunction with other materials in the teaching of literature and other languages with the purpose to the critical reader formation? It was founded that the material introduced in the classes (lesson plans with paintings on canvas experiences and poems experiences) enabled greater integration of worker-students. The representations in the oral and written speechs caused by the art effect in these subject unveils a learner aware of its role in decision taking for the construction of the text meaning, awakening the need critical to understand the reality in which it is subject.