Quarto de despejo de Carolina Maria de Jesus: uma proposta didática de leitura e análise crítica para a EJA

Abstract

This dissertation is the result of a research centred on the elaboration of a didactic reading and critical analysis proposal, from the perusal of the book Quarto de Despejo: diário de uma favelada, by writer Carolina Maria de Jesus, and of the application in a municipal public school with 7º period classes of Adults and Youths Education (EJA). This research stems from the following goals: a) Scrutinize how a didactic reading and analysis proposal of the referred work can contribute to the development of a reader more critic and reflective; b) Investigate how the protagonist author represents and identifies herself discursively and how she represents the space and socioeconomic conditions in which she lives in, the dreams and expectations, the family, interpersonal and gender relations, the reading and writing; c) Analyse and discuss those representations and identifications, from the linguistic-discursive marks that materialize on the text; d) Promote a discussion about those representations and how the students represent themselves and the world, establishing relations between the read and lived. To reach the objectives proposed, the research is based on studies and official documents about EJA, researches about reading practices and strategies in school, Critical Discourse Analysis, studies about literacy and literary, researches about the carolinian writing, and in theoretical consideration about writing itself. The methodology adopted is the qualitative one and the procedure is research-action. In the data generation and gathering questionnaires were used along with reading diaries produced by the participants, recordings and audio transcriptions of the class discussions and exhibits, exercises (oral and written) and field diaries. The assessment of the results showed that the use of a didactic reading and critical analysis proposal elaborated from a basic sequence for literary literacy and the theoretical postulates of Critical Analysis Discourse, specially on the evaluation and vocabulary analytical categories, gave the participants the opportunity to perceive that the texts are constructed within a personal, historical, and social context, and that reading, and therefore writing, are social practices that they participate inside and outside the school, and thus moments of interaction and representation of themselves, the world and what they live.