"(Neste) espelho onde o refletido me interroga”: pesquisando a própria prática em unidocência na EJA - múltiplos letramentos, literatura e audiovisual

Abstract

Education, in the school context, can contribute to the social inclusion of learners, especially from the moment strategies are sought to fulfill the needs of the diverse literacy of these subjects. From the research-teaching perspective (Penteado & Garrido, 2010), I describe and analyze my teaching experience in Municipal Public Schools of Belo Horizonte. Since 2014, I have been observing that projects which promote dialogues of audiovisual resources and literature, with groups of Youth and Adult Education (EJA) who are in the literacy process, contribute to the broadening of their critical reading of the world, enabling their emancipation and critical thinking formation, according to Freire (1981, 1999), Fresquet (2013), Bullara & Monteiro (2015) and Teixeira (2007). The general goal of this study consists in researching my teaching practice, aiming at investigating the role of the audiovisual languages and literature in the diverse literacy (Kleiman, 1998; Soares, 2004; Duarte, 2002; Rojo, 2009), in the emancipating processes and the critical thinking formation of a specific group of learners from Young and Adult Education (EJA) in the process of literacy. In doing so, I describe and analyze the experiment with projects that involve the audiovisual and the literature developed between 2014 and 2018. Due to the comprehensiveness of the experiment, I will explain in detail the project named “Minas, Northeast & Africa: origins and dialogues”, carried out in 2017, which involved working with the book “Indez”, by Bartolomeu Campos de Queirós, “cordel” folk literature and audiovisual. The methodological analysis designed to the investigation covers records in field diaries, videos, photographs, text writing and round table discussions, which were guided in light of the theoretical referential of the research-teaching (Penteado & Garrido, 2010). In the discussion of the research data, about this project itself, we bring an analysis of the learners’ writing, the relation of the students with the memory and traditional knowledge, the laid-back moment in writing, the project repercussions in the following years and the emancipating process of Young and Adult Education learners through the project.