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Reading: The pedagogical interface in the EJA textbook in rural areas
Reading through the lens of the Didactic Sequence. DE
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The subjects of Youth and Adult Education in rural areas return to school motivated by various needs, such as entering or improving their position in the job market. Despite their limited schooling, these students live in a literate environment and have diverse reading experiences. Based on this concept, this research investigates the extent to which the EJA-Moderna textbook implements reading strategies and exercises for students and the functional potential of these procedures for the construction of knowledge with/by the students for whom they are intended. Thus, we conducted research based on the educational perspective of FREIRE (2000, 2005), the socio-historical perspective of VYGOTSKY (1998, 2001); in the study of reading, we adopted the precepts of SOLÉ (1998); KLEIMAN (1995); LEFFA (1996). The theoretical methodological approach is based on qualitative research and the PNLD's proposals for analyzing the texts of the work in question. The study is based on the 9th grade book from the EJA-Moderna Collection (2013), a collective work published by Editora Moderna, in which we seek to identify which strategies were used to develop skills and competencies based on teaching sequences.
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