Entre o trabalho e o caderno: a alfabetização de trabalhadores terceirizados no Projeto REAJAI-UFRN

Abstract

This research article is based on a case study of four students in the Youth, Adult, and Elderly Education (EJA) program, belonging to the outsourced workers group of the Federal University of Rio Grande do Norte (UFRN), linked to the project: Education and Literacy Network for Youth, Adults, and Elderly (REAJAI). This is an extension project of UFRN, whose initial proposal is to promote educational and social inclusion by linking community demands with university actions. The objective of this research is to analyze the educational practices and experiences in the literacy process of these students, investigating the causes that led to the interruption of their educational trajectories, as well as the new perspectives gained from their participation in the REAJAI project. The class is characterized by different literacy levels, ranging from pre-syllabic, where students have not yet mastered the processes of encoding and decoding, to alphabet, where they already understand writing and master reading. The pedagogical approach of the course is anchored in Paulo Freire's method, which uses the literacy and literacy process based on generative themes. The starting point for the research was the selection of students based on an analysis of the class's literacy levels. Participants participated spontaneously and collaboratively. The instruments used were analysis of written productions from the activities, semi-structured interviews accompanied by a socioeconomic and cultural characterization form, audio-recorded interviews, and observation forms structured based on the concepts of the Psychogenesis of Written Language. Drawing on theorists such as Paulo Freire, Magda Soares, and Emília Ferreiro, the study highlights the relevance of Youth and Adult Education (EJA) in the reconstruction of citizenship, when based on listening, dialogue, and the appreciation of individuals' experiences. In other words, education can represent a real path to social inclusion. We conclude, with this research, that literacy, in this context, presents itself as a central element in guaranteeing historically denied rights, such as the right to read and write. Thus, we highlight the relevance of the REAJAI outreach project as a powerful space for inclusion, learning, and social transformation.