A formação do leitor literário na EJA: uma proposta de leitura de contos de Milton Hatoum

Abstract

This dissertation The Formation of the Literary Reader in Youth and Adult Education: A Proposal for Reading Short Stories by Milton Hatoum is linked to the Professional Master's Degree Program in Letters - PROFLETRAS, offered on a national network to elementary school Portuguese language teachers who are looking for continuing training to improve their teaching practice and the quality of teaching in the country. The subject chosen is the study of literary reading in mother tongue (Portuguese 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. The aim of this research is 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. In order to carry out the research, it was necessary to divide it into two parts: the first, bibliographical research, focused on the main authors who can contribute on EJA, literary reading, Brazilian literature of Amazonian expression, such as Loureiro (2000), Castrillón (2011), Fernandes (2004), Koch (2015), Silva (1997), Solé (1998), Zilberman (2009), Freire (1987; 1996) and Souza (2008; 2009), as well as electronic searches on sites such as the Brazilian Digital Library of Theses and Dissertations (BDTD) and the National Profletras repository. The second stage is the field research carried out in two classes in the 4th stage of the EJA, which corresponds to the eighth and ninth year of regular education, at the E. E. F. M. Ezeriel Mônico de Matos, located in the city of Santarém, state of Pará. A questionnaire with open and closed questions was used to establish the profile of these students in terms of their reading of literary texts. As a result of this survey, it was found that of the 34 students enrolled in the classes, more than 50% do not know the writers of the region. Based on this data, an intervention was proposed based on the workshops Tales to awaken and enchant (Rodrigues, 2020). After developing the proposal in the selected classes, we found that the use of texts that reflect the students' cultural environment can contribute significantly to developing an interest in reading and to forming more engaged and critical readers, reinforcing the importance of pedagogical practices that value regional literature.