Entre ideias e palavras: o letramento literário de alunos idosos do Proalfa na educação não formal

Abstract

Taking on the teaching of Literature from the perspective of literary literacy implies overcoming formalist and structuralist approaches, which, by focusing excessively on the formal specificities of language and literary genres, disregard the meanings of the text in its contextual and intertextual relations, in addition to neglect the centrality of the reader in this meaning-construction process. Thus, the perspective adopted in this research is the training of literary readers as a process, based on the assumption that Literature, through words, humanizes us, not by positively modeling our character or by redeeming us from our sins, but by functioning as a mirror of the human condition, because, besides revealing the human, his/her acts in his/her formation, enabling him/her to question, reflect, understand the other, himself/herself and the world. In this way, seeking to broaden the discussions on the teaching of Literature, the main objective of the research is to understand, in view of the centrality of the Portuguese language transmuted into artistic word, how the literary literacy process of the elderly, inserted in the education for youth and adults, occurs, in a non-formal educational environment, from the counterpoint between the perspectives of the students, teachers in training and pedagogical coordination. Education for Youth and Adults, even with differentiated guidelines and a very diverse target audience, is part of Basic Education, reason why our study includes the historical and legal contextualization of the institution of Literature as a discipline, highlighting the principles that underpin the practice of teachers in the classroom. The research fits into the qualitative approach (CHIZZOTTI, 2006; LÜDKE; ANDRÉ, 1986) and adopts the interview as a research tool (BAKHTIN, 2011; ZAGO, 2003), combined with document analysis and observations. The theoretical framework is anchored, above all, in discussions about teaching literature and literary literacy (COSSON, 2016, 2018); in studies on Education for Youth and Adults (PEREIRA, M. L., 2013; SOARES, 2002); in researches on non-formal education Gadotti (2005) and Gohn (2006, 2009, 2010); in the reflections of Novaes (2000) and Cachioni (2012) on the teaching for elderly. The research context is PROALFA / UERJ, an extension program for non-formal education aimed at adults and elderly who wish to become literate or to continue their literacy process. The research subjects will be teachers, pedagogical coordination and students from the UNATI II class, an advanced group in terms of developing reading and writing skills. The pedagogical relevance of the research consists in the possibility that non-formal education contributes to the formal system, in view of the freedom and flexibility in the production of alternative ways of teaching and learning that characterize non-formal educational environments