Banca de DEFESA: ANA BETANIA FERREIRA ARAUJO

LITERARY READER TRAINING IN EJA: A PROPOSAL FOR READING MILTON HATOUM'S STORIES

Portuguese language. Youth and adult education (EJA). Literary reading. Brazilian literature of Amazonian expression. Milton Hatoum.

This dissertation, entitled The Formation of Literary Readers in EJA: A Proposal for Reading Short Stories by Milton Hatoum, is linked to the Professional Master's Program in Literature – PROFLETRAS –, offered nationwide to Portuguese Language teachers in Elementary Education, who seek continued training to improve their teaching practice and the quality of education in the country. The chosen theme focuses on the study of literary reading in native language classes, as it is understood that this is a great ally in the development of citizens capable of understanding and interacting in the world in which they live. Thus, the participatory research aims to contribute to the formation of literary readers in Youth and Adult Education – EJA –, based on the work Cidade Ilhada, a collection of short stories by Milton Hatoum. To develop the research, it was necessary to divide it into two moments: the first, the bibliographic research, highlighted the main authors who deal with EJA, literary literature and Amazonian expression, such as Loureiro (2000), Castilho (2011), Britto (2015), Fernandes (2004), Koch (2015), Silva (1997), Solé (1998), Zilberman (2009), Freire (1987; 1996) and Souza (2008; 2009), in addition to electronic searches on websites, such as the Brazilian Digital Library of Theses and Dissertations (BDTD) and the Profletras Nacional repository. The second stage involves field research carried out in two 4th stage EJA classes that operate at the E. E. F. M. Ezeriel Mônico de Matos School, located in the city of Santarém, state of Pará. In order to profile these students regarding their practice of reading literary texts, a questionnaire with open and closed questions was applied. As a result of this survey, it was found that of the 34 students enrolled in the classes, more than 50% were unfamiliar with the writers from the region. Based on these data, an intervention based on the workshops Tales to wake up and enchant (Rodrigues, 2020) was proposed. After developing the proposal in the selected classes, we found that the use of texts that reflect the cultural environment of the students can contribute significantly to the development of interest in reading and to the formation of more engaged and critical readers, reinforcing the importance of pedagogical practices that value regional literature.