A crônica como proposta para o desenvolvimento da leitura crítica e da produção escrita no 9º ano da educação de jovens e adultos

Abstract

This study focuses on the analysis of the use of the chronicle as a didactic tool for the development of critical reading and written production among 9th grade students in Youth and Adult Education (EJA). It is based on the understanding that the chronicle, by engaging with everyday situations, constitutes an effective tool for bringing students closer to reading and writing, promoting critical reflections on social reality. The main objective was to analyze how argumentative chronicles can contribute to the reading and writing development of EJA students, considering their specificities and challenges. The specific objectives included identifying the students’ main difficulties, evaluating the receptiveness to the proposal, and developing pedagogical workshops that integrate the reading and production of chronicles. The research followed a qualitative approach, through fieldwork conducted with a 9th grade EJA class in a public school in the city of Parintins, involving the application of questionnaires, interviews with teachers, and pedagogical interventions through workshops. The theoretical foundation is based on authors such as Freire (1980, 1996, 2007, 2013), Antunes (2003), Koch (2004), Martins (2012), Aquino (2007), Di Pierro (2017), Marcuschi (2010), and Bakhtin (2016), whose contributions address critical reading, language as social practice, and emancipatory education. The results showed that students were able to produce texts that reflected their life experiences and social context, addressing themes such as violence, inequality, work, and urban everyday life. Despite difficulties in structuring the genre, the experience revealed that the chronicle, when well explored, stimulates critical expression and authorship in the EJA context.