A canção na aula de língua portuguesa: uma proposta de ensino para a Educação de Jovens e Adultos (EJA)

Abstract

This intervention work emerged from the need to seek methodological alternatives aimed at Youth and Adult Education (EJA, in Portuguese) in order to enable a more suitable learning method for students who fit in this category of education. To this end, we set out from the following research questions: 1) How to teach Portuguese Language to EJA students using songs in a meaningful way, providing them with new learning processes that go beyond cognitive issues while respecting their knowledge? 2) How can the genre song be inserted into an intervention project in such a way as to contribute to the improvement of EJA students' learning processes? In order to answer these questions, we started using the genre song as a way to build up learning methods that go beyond the technical mastery of reading and writing, challenging the subjects towards a critical understanding of reality that aims at social transformation. Therefore, the general objective of our work consists of creating a Portuguese Language teaching proposal for the Education of Youth and Adults using the genre song in order to provide new learning methods to EJA students that go beyond cognitive issues while respecting their knowledge. In this regard, the specific objectives of the research are: i) developing an intervention project for the Education of Youth and Adults based on songs; ii) developing teaching sequences aimed at working with reading, writing, and studying the language by using critical-reflexive songs. As theoretical basis, we used: The National Curriculum Parameters (BRASIL, 1998), Geraldi (2015), and Santos (2012) concerning the teaching of Portuguese Language in EJA due to the need of understanding the juncture in which the research subjects are inserted based on the historical formation surrounding the teaching of a first language. We also adopted Zabala's (1998) approach to teaching sequences as our methodological choice; and Costa (2002) regarding the relevance of the literary text under the form of the genre song in Portuguese Language teaching; in addition especially to Freire's (1978; 1979; 1991; 2018) contributions concerning the work aimed at young and adult students based on the pursuit of a more righteous, democratic and solidary society. The methodology has an interpretivist and interventionist nature that presents general assumptions concerning the research at issue. The intervention took place in a 4th grade EJA classroom at the Municipal School Professora Terezinha Paulino de Lima, located in the Northern Zone of the city of Natal, RN. As to the results, we highlighted the Portuguese Language teaching proposal for Youth and Adults Education and the teaching sequences that use the genre song as products of research, as well as significant improvement of the reading and writing proficiency of the participating students through the collaborative learning processes developed from the implementation of these teaching sequences.