Ensino de estratégias de leitura em turmas de EJA do Ensino Fundamental

Abstract

This paper presents the results of a research carried out within the scope of the Professional Master in Literature of Unimontes, whose general objective was to indicate the possible contributions of the work with strategies of reading texts of the students' reality, for the development of reading competence and literacy of EJA students, of the State School Professor Onésimo Bastos, located in Januária, Minas Gerais. The aim was to answer the implications of the development of workshops to read texts from the context of students' experience, based on the use of reading strategies, for the development of the reading competence of EJA students? It was hypothesized that through the teaching of daily reading strategies, based on the presuppositions of the AD, it is possible to develop the reading comprehension and, therefore, the literacy of young people and adults, in order to expand their possibilities action in the literate society. Specifically, it was intended, from the theoretical point of view, to explore legal, theoretical and methodological knowledge regarding Youth and Adult Education and knowledge related to Speech Analysis, literacy and reading strategies. As a practical objective, to describe the general profile and comprehension skills of the students of a class of Elementary School of the school that was surveyed. On the methodological level, to elaborate and develop a plan of action, aiming to contribute to the improvement of the reading proficiency of the students of this modality of teaching and to the work with reading in the school. The methodological orientation of the research was based on the qualitative delineation through a field research with the purpose of highlighting the profile of the students and the development of action research, with the realization of reading workshops of the subjects' daily life. As for the theory, in addition to the exploration of legal, theoretical and methodological knowledge regarding Youth and Adult Education, theoretical knowledge was explored concerning literacy, reading from the perspective of AD and reading strategies, anchoring mainly in the studies of Pecheux (1969), Orlandi (2007/2012) Soares (1998/2000), Tfouni (1988), Solé (1998) and Kleiman (2000). For the preparation of the Action Plan, the contributions of Alves Filho (2011), Lopes-Rossi (2005), Baltar (2004), Rocha (2005), Tápia and Fita (2000), Solé (1998) and others were also important. The course showed that the reading concept of the respondents was restricted to the reading practiced in the school, so the plan of action was also planned and developed with the purpose of broadening the concept of reading of those involved. The results showed that the work carried out in the AD, with reading strategies, implied in the greater participation and involvement of the students in order to effectively contribute to the formation of their reading competence.