Banca de QUALIFICAÇÃO: ANA BETANIA FERREIRA ARAUJO

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

Portuguese language. Youth and Adult Education. Literary reading. Literature of Amazonian expression. Milton Hatoum.

This work constitutes an  excerpt from the Master’s dissertation research, in progress, linked to the Professional Master’s Program in Letters – PROFLETRAS offered on a national network to Portuguese Language teachers in Elementary School, who wants  continuing education to improve the exercise of teaching and the quality of education in the country.  The theme chosen focuses on the study of literary reading in Native language as Portuguese classes, understanding that this is a great ally in the formation of a citizen who is able to understand and interact in the world in which he lives.  Thus, the participant research aims to contribute to the formation of literary readers in Youth and Adult Education – EJA, based on Cidade Ilhada, a collection of short stories by Milton Hatoum.  For the development of the research, it was necessary to divide it into two moments: The first, the bibliographical research, highlighting 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 e 1996) and Souza (2008 and 2009), in addition to electronic search on sites such as the Brazilian Digital Library of Theses and Dissertations (BDTD) and National Profletras repository.  The second moment deals with the field research developed in two classes of the 4th stage of the EJA, which work at the E. E. F. and M. Ezeriel Mônico de Matos School, located in the city of Santarém, state of Pará.  To outline the profile of these students regarding the practice of reading literary texts, a questionnaire with open and closed questions was applied.  As a preliminary result of this survey, it was found that of the 34 students enrolled in the classes, than 50% do not know the region’s writers.  Based on these data, an  intervention adapted from the workshops “Tales to wake up and charm” (Rodrigues, 2020) will be proposed.  It is hoped, with this work, that Eja students can realize how much the reading of literary texts contributes to their formation as people.