A educação de jovens e adultos e o ensino remoto: multiletramento centralizado no estudo dos gêneros textuais em propostas de atividades de leitura, de análise linguística/semiótica e de produção textual

Abstract

This is qualitative theoretical research that has as its general objective the proposition of a pedagogical textbook for use in digital teaching platforms, in synchronous or asynchronous remote classes of Youth and Adult Education (YAE), final years. The urgency of social distancing and isolation motivated by a pandemic that has not yet been resolved, has driven us, in view of the need caused by this unexpected situation, to create a digital teaching material, with the specific purpose of supporting teachers for the teaching and students to learn reading, linguistic/semiotic analysis and writing through the implementation of activities that favor the study of textual genres through multiliteracy. Although there are no indications for YAE in the Common National Curriculum Base (CNCB, 2017) we consider the determinations of this document regarding the use of multiliteracy strategies also for this modality, considering that YAE students must, observing their citizenship, be included in digital practices in the same way as students from other teaching modalities. Regarding the methodology, we organized the production of the pedagogical textbook into five modules, in which, under the bias of a specific textual genre, reading, semiotic/linguistic analysis and textual writing are worked on, observing the development of skills in different fields of action. The activities proposed in the textbook were formulated considering multimodality and referring to digital literacy practices, aiming to implement multiliteracy strategies, however, assuming the social use of these actions, not as an end in itself. Theoretically, our research is based on the Sociodiscursive interactionism of Bronckart (2007), on the Liberating Pedagogical Proposal of Paulo Freire (1987) and on Marcuschi (2009) for the approach of textual genres. We support these authors because they are consistent with the perspective of valuing the social dimension of education, aiming at the autonomy of the student by promoting reflection and criticality, which is fully related to the training needs of YAE students. Although we know that mandatory remote education is due to a passing circumstance, the success of the experience of using digital platforms indicates that their exploration by teachers and students must continue, even after the emergency situation in which we find ourselves is remedied, as it is about resource that should not be neglected by any type of teaching. As the material developed by us has not yet been used by the target audience, teachers and students of Youth and Adult Education, it is currently not possible for us to make objective considerations about the results achieved, however we hope, with this work, to contribute truly for the development of YAE students' reading, linguistic/semiotic analysis and writing skills.