Leitura e compreensão na EJA: subsídios teóricos e práticos para reflexão

Abstract

The main goal of this thesis is to identify and forward the possible solutions to the difficulties in reading by students from the Education of Young and Adults program. During the twenty-five years dedicated to the teaching at the Education of Young and Adults program, there were experiences, reading and information exchange with other teachers. Then, a Reading Project was elaborated, that could lead the students from the Education of Young and Adults program to success. Each semester, there would occur its replanning, correcting its flaws and adapting it to new classes. From Primary Education until Higher Education, it was possible to realize that the reading difficulties performed by the students from this segment were not something from the past, many of those doubts and gaps from undergraduate students that came from the Education of Young and Adults classrooms would remain unsolved, a fact that was the driving force for the searching of causes of students failure related to reading. With the formulated hypothesis related to the difficulties in reading, the decision to come back to the field search and verify new hypothesis emerged at an Education of Young and Adults school, trying to reach the answers that could contribute to the Portuguese Language teaching, with the positive inclusion of more students. The main concerns were focused on vocabulary adequacy and text interpretation (comprehension), beyond the linguistics facts. With the research done, it was possible to confirm the hypothesis made on the draft of this Doctorate, that is, the vocabulary that was unknown interferes in the text comprehension, and that the lack of previous knowledge related to the subject may cause disinterest. Differentiating the use of denotative and connotative languages contributes to a bigger facility in catching the meaning of the text. It was noted the students' development through teacher's orientation, with the presentation of different texts of variable genres.