O livro de imagens pelos olhares de estudantes e mediadores da Educação de Jovens e Adultos

Abstract

This research is based on the relevance of literary reading in Youth and Adult Education (EJA). Reflecting, in the field of literature, taking into account the specificities of the EJA public is to reaffirm the rightful position of its subjects as citizens, who, despite the differences, are holders of the constitutional right of access and permanence in the school (FREIRE, 1997; NEIVA, 2010). The objective of this research was to analyze the production of meanings in the literary reading of a picturebook by students from the three EJA segments of a UFMG Program. Due to social isolation, the initial proposal for data collection underwent changes. Individual online meetings were held with seven students from the three segments and interviews with three educators, mediators of the meetings. The research theme emerged in the light of the works indicated by the FNDE through the 2014, National Library at School Program (PNBE) for adults, by studies already carried out in the area of education and by the daily practice with this audience. One picturebook was selected from the PNBE collection for EJA among ten that composed this collection during the period of validity of this Program. Picturebooks are defined by Belmiro (2014, online) “as a book with sequential images and which tells a story, usually selecting a situation, a plot and a few characters”. Regarding activities with picture books, it is worth recognizing that they are aimed at children and the scarce scientific productivity regarding the relationship between picturebooks and EJA. Despite this, Kirchof, Bonin and Silveira (2014) highlight the importance and challenges that such works represent in the process of training the literary reader, regardless of age. As for the school, Soares, M. and Paiva, A. (2014) consider that, in order to seek critical education through literature, it is not enough just to make the works available, it is necessary to promote systematic and successful activities of reading. The guiding principle of the meetings was based on the Bakhtinian dialogic approach, considering the complexity of reading as an interactive activity of meaning production (KOCH, 2007). This is a qualitative research with observations and semi-structured interviews using an online communication platform. Data analysis was conducted by Textual Discursive Analysis (ATD) with Atlas.ti software resources. ATD is a methodology that is still little explored in qualitative research in the field of education. Among the results, the participants' surprise and estrangement before the book stand out, the narratives built from their worldviews, as well as the possibilities of working with the picture book at EJA. In addition to these, they bring an important contribution to the field of scientific research and to the interaction practices of these subjects with the world of literature, taking them to other reading experiences, in a critical and reflective way.