Possibilidades para o ensino de leitura e escrita para pessoas idosas no Ensino Fundamental II - CESEC

Abstract

Motivated by the experiences I have in EJA (youth and adult education) and for the desire to contribute to the expansion of academic research involving the elderly public, specifically, I have as objective in this dissertation the proposition of workshops that can improve the reading and writing proficiency of elderly students from in elementary school II - 6th to 9th grade, more specifically in the “blended learning” teaching modality of CESEC (State Center for Continuing Education). This proposal aims to reflect on the learning possibilities of the elderly and suggest practices that lead older students to develop their writing abilities, exercising them, primarily, with protocol reading practices, performing commands that require textual inferences, with understanding of the structure of texts and, posteriorly, investing in text production techniques (initially, with simple writing activities and, in the final production, writing a text in the genre “personal report”), in order to reduce their possible difficulties and improve the quality of their writing. The theoretical framework of this dissertation was composed by Freire, Soares, Patto, Alheit & Dausien; Yuni & Urbano and Knowles (1970) – in research on EJA and about learning possibilities for adults and the elderly; and Bakhtin, Solé, Kleiman, and Leal – in research about reading and writing strategies and protocols.