Letramento no contexto da EJA : o que dizem os professores?

Abstract

The study aimed to analyze how teachers develop pedagogical practices of literacy in Youth and Adult Education (EJA) in 3 (three) schools in the Municipality of Humaitá-AM. The research was carried out with 04 (four) teachers who work in the Municipal and State Teaching Network in Basic Education of the municipality of Humaitá-AM who teach the discipline of Portuguese Language in EJA classes of the 1st and 2nd Segment. The theoretical bases used are based on Literacy and Youth and Adult Education studies. The research is characterized as descriptive with a qualitative approach. The construction of the data took place through the semi-structured questionnaire research instrument, applied online through the FormsApp application on November 23 and 24, 2020 and on March 12, 2021. Data analysis and discussions are Based on the theoretical approach based on the assumptions of Bardin's content analysis (2016), in view of this approach, we discuss our object of study from the teachers' reports, how they develop the pedagogical practice of literacy in the classroom in the context of EJA in 1st 2nd Segment classes in schools in the municipality of Humaitá-AM. According to the reports, literacy practices in the classroom are developed by them, always seeking to adapt methodologies according to the socio-cultural context of the students, using the few teaching materials that schools provide and those that they and the students produce at school, so that they can develop literacy effectively, although there are many difficulties encountered by them. The result of this work favored the perception that teachers make an effort in the search for differentiated pedagogical practices, which contribute to the formation of EJA students. However, more investment is needed in the preparation of teachers, more teaching materials with adequate content to work with the EJA audience.