A voz da EJA na escola: problematização de opressões sociais mediada por narrativas cênico-literárias e jogos teatrais

Abstract

This research is characterized as qualitative and presents some strategies for learning problematizing reflection through reading, speaking and writing in teaching Portuguese. Its methodological instrument consisted of the application of a didactic proposal with the aim of encouraging students from a public primary school in youth and adult and elderly education (EJA) to reflect critically and purposefully on issues related to conflicts of social oppression. The activities included reading and writing texts as mobilisers of the social uses of language and theatre games. The procedures gave students the opportunity to come into contact with discourses from the artistic-literary field in the school space. In order to achieve the proposed aims, used as a reference the contributions of Mikhail BAKHTIN (2011, 2017), Augusto BOAL (2008, 2009; 2013), Leda Maria MARTINS (1995, 2003), Graça PAULINO (2009), Marcelo CHIARETTO (2016) and Luiz Antônio MARCUSCHI (2007). Most EJA students don't usually go to the city's leisure and cultural venues, even the public ones, such as theatres, libraries and cinemas. For this reason, sought to encourage this access through the practice of reading, writing and the experience of going to the theatre as an incentive for socio-cultural participation.