Travessias (Dec 2018)
Reading and production of life experience report: proposal for teaching in the final years of eja modality
Abstract
In this article, it is presented part of a theorical application proposal based on a qualitative and bibliographic research. The pedagogical practice was developed in Portuguese classes, with students inserted in the EJA modality - Educação de Jovens e Adultos - in the last years of elementary school. The research realized is substantiated in a social interactionist perspective of the language, in the view of the fact that the language is constituted by a social-historical process and the verbal interaction is constituted between individuals, through dialogues between teacher/student and student/student. Considering that EJA students have a life history already constituted, with knowledge and meanings that constitutes their literacy, it is highlighted that this life trajectory must be considered in the teaching-learning process. In light of this theorical basis, it was observed how the class of EJA students produced a experience of life report, after an oriented reading of two texts from this genre. It was focused the intertextuality as a category that moves the reading and the writing, verifying that there was interaction between the students and that the discursive genre helped in the development of a textual production with more interest of the students, once the discussed genre is part of the researched individuals' daily life.
