A construção curricular da leitura literária na EJA: uma análise das práticas pedagógicas dos professores no Centro de Educação de Jovens e Adultos Dr. Geraldo Moutinho – CEM

Abstract

In the broad educational scenario, in which curriculum and literature intertwine, a space of disputes and constructions is constituted, in which critical consciousness develops and subjects are forged. From this perspective, the present research aimed to understand the curricular construction of literary reading in the pedagogical practices of teachers of Youth and Adult Education (EJA) at the Centro de Educação de Jovens e Adultos Dr. Geraldo Moutinho (CEM). The investigation was based on the Critical Theory of Curriculum, having as main references the authors Goodson (1995, 2022), Sacristán (2017), Arroyo (2003, 2013, 2014, 2017, 2019), Giroux (1997), and Freire (2005, 2011, 2021). In the field of literature, the contributions of Britto (2015), Cosson (2007), Candido (1995, 2011), Petit (2009), Lajolo (2011), Zilberman (2008), Dalvi, Rezende, Jover-Faleiros (2013), and Kleiman (2002) were incorporated. The analysis of the data, produced through questionnaires and semi-structured interviews, evidenced that the participating teachers demonstrate a critical view regarding the power relations that traverse the curriculum, recognizing that their pedagogical choices are not neutral. Even in the face of structural adversities that mark EJA, possibilities for the construction of meaningful practices emerge, based on a literary curriculum of their own, rooted in the experiences of teachers and learners, in their worldviews and sociocultural contexts, as well as in a specific institutional context in which spaces of collective construction resist the processes of precarization so common and pronounced in EJA – producers of individualized, fragmented, and discontinuous practices. The fact that the school locus of the research works with literary and authorship projects integrated with various areas of knowledge, engages in actions related to learning recovery, provides a reading room (library), and allows the presence of effective teachers with extensive experience in EJA constitutes a set of determining aspects to understand the curricular configurations practiced. The study points to a richness of curricular constructions in literary reading in EJA, in which intercultural, political approaches, and those also implicated with the appropriation of aspects related to the teaching of textual genres and the commitment to the formation of the reader are in action. Such a curriculum proves to be committed to critical formation, having literature as a formative, humanizing, and emancipatory axis.