As narrativas autobiográficas na escrita: estratégias para elaboração de uma Unidade Didática na Educação de Jovens e Adultos (EJA)

Abstract

In this research, we propose to develop a didactic unit aimed at teaching reading and writing, using the autobiographical narratives produced by students in Youth and Adult Education (EJA). This approach aims to meet the specific needs of these students in the classroom, considering that the Covid-19 pandemic has had a significant impact on their lives. Many of them have been cut off from the educational process for a long time, resulting in additional learning challenges. In this context, it is clear that it is essential to provide specific materials to support them. These resources should be adapted to individual needs and characteristics, taking into account their life experiences and educational goals. The importance of developing reading and writing skills in the EJA is emphasised, especially for students who have decided to return to school in search of new study opportunities. These learners are determined to face the demands of the contemporary world, whether at home, at work or in their community. In this way, we sought to create material with theoretical support from textual linguistics that could facilitate the work of teachers and students who have been away from school for a long time. The corpus of the research is made up of young people and adults aged between 18 and 65, belonging to the "Professor Elizabeth Maria Bastos Mineiro" school. These students produced around 100 autobiographical narratives. We chose to select 36 texts, from which 20 were chosen for analysis and inclusion in the development of the didactic unit. The process of observing, investigating and applying the textual productions took place between 2021 and 2023, with the evening period being the most representative in terms of participation. We adopted the action research methodology for this study, since this methodological approach makes it possible to develop competences and skills for the teaching and learning process. This research and its results provided fundamental information for the development of the didactic unit that meets the specific needs of the EJA student. The research revealed that the autobiographical narratives of the EJA students showed the importance of memories told through writing as a complex stage full of nuances. On the one hand, engaging, with many experiences and learnings, and on the other, an imperfect stage, with challenges and limitations