Aspectos da produção escrita no Centro de Educação de Jovens e Adultos (CEJA)

Abstract

This paper discusses aspects of writing practices of students of the 1st. phase of the High School of Educação de Jovens e Adultos (EJA), to aconceptualization of the rules learned and colloquial and the perspectives of literacy. This qualitative surveys draws on procedures of action-research, embedded in studies of authors who address the issue of language and its specificities. For its development, resorted to the field work, the application of interviews with teachers and students of the Centro de Educação de Jovens e Adultos – CEJA, to achieve those goals, such as: to know studies already made on the relations between the two practical language skills: reading and writing, setting out the distinctions between them; to identify and characterize the specifics of the use of written language in the material collected from the research subjects, as well as adequacy of its kind; to know the proposed area of teaching “Language, Codes and Their Technologies”, addressed to the mother language in the CEJA.. Through a socio-educational perspective, taking into consideration the age factor, are related reading, writing and education of young and adult people as a justification for conducting a research tangent to these issues. The language, in this research, it isunderstood as a set in which means nothing by itself, but it meansin terms of the other elements. There is need to integrate our students, especially young and adults studied here, with a broader and more expressive language, taking into account the whole lexical and semantic already seized in early life at school. Considering that the formation of readers and writers students is a fulltime job, orality has the same interactional dimension that was intended for writing and reading. So, we intend with this work does not show specific solutions to the questions posed in the classroom but to question, lead to reflection – both the possible readers of this work as the research subjects themselves – about the brands that can be perceived in the writing texts and its relationship with orality, always taking as its starting point the theoretical conceptions about the subject in question. In this context, is sorry to see the school, in its new modalities that innovate only in nomenclature, walks with the same steps of its origin. Thus, this work asks us to rethink what school we want: the same as our ancestors or we are other, with other needs and desires?