Leitura crítica na EJA/EPT: contribuições da análise de discurso crítica

Abstract

This dissertation is linked to the Professional Master's course in Professional and Technological Education – ProfEPT of the Federal Institute of Education, Science and Technology – IFFAR Jaguari campus, in the Research Line Organization and Memories of Pedagogical Spaces in Professional and Technological Education, to the Group of Research and Studies in “Educational Management, Curriculum and Public Policies for Professional and Technological Education – GECPOL”, the Research Group “Emancipation without borders: initial and continuing teacher training” and the Research Group “Proeja Observatory in the Federal Network of Basic, Technical and Technological Education”. It is argued that reading is an essential activity to have access to information, culture, historically constructed and accumulated knowledge, helping the subject to become equipped for democratic, civic participation and social transformation. The problem is to understand how critical reading works in the formation of Young People and Adults. This question is justified by the need to reflect on the importance of critical reading in the training of young people and adults, since this activity is the basis for building knowledge in all subjects in the curriculum. The central purpose of this study is to understand the discursive conceptions of reading, from a critical perspective, and their relationship with the training of Young People and Adults on the Technical Course in Gastronomy integrated with EPT at the Instituto Federal Farroupilha, in the São Borja Campus. The specific objectives aim to: relate existing perspectives/conceptions of reading with the reading conceptions of teachers and students, analyzing how they produce meanings for the pedagogical practices developed; understand the concept and meaning of CDA and investigate its contributions as a theoretical and methodological field for critical reading practices in the classroom; build a training booklet, as an educational product, with the aim of helping young people and adults have access to this knowledge and to the basic theoretical-methodological instruments of CDA, with a view to their intellectual emancipation. The methodological procedures used were bibliographical research, with a qualitative approach. Also, through field research, open questionnaires were administered to teachers and students, in addition to free observation of classes. The analysis of the collected data had the theoretical and methodological foundation of Critical Discourse Analysis. This research is theoretically based on some authors such as: Coracini (2001, 2005), Fairclough (2016), Foucault (1971), Freire (1984, 2011, 2017, 2013), Frigotto, Ciavatta and Ramos (2005), Pacheco (2010 ), Ramalho (2012), Ramos (2008, 2010), Saviani (1989), Wittgenstein (1996). As a result, it was verified, through the state of knowledge, bibliographical research, and field research, that the reading, if carried out from a critical perspective, is fundamental in the formation and intellectual emancipation of EPT Young People and Adults, demonstrating for this purpose the significant contributions of Critical Discourse Analysis.