Abstract:
This paper researches the pedagogical practices of the Youth and Adult Education Program (EJA) in the first and second cycles of the schools in Parnaíba – PI, from its implantation in 2001. As its goal, it investigates up to what measure the pedagogical practice of the educators is based on the social praxis of reading and writing, according to the needs of those in literacy training. The methodology used integrates a bibliographic review, of qualitative nature, in an investigative process established through the interlocution of authors who articulate the excluding society with the understanding of how the learning takes place or doesn‟t take place. As its conclusion it suggests a proposal of dialog in the light of the ideas of Paulo Freire and Brandão with the goal of preparing students to be able to transcend the knowledge of reading and writing; a competency which generates the capacity to interpret texts of daily life and thus make possible the inclusion into the social-cultural universe. The results indicate that it is the responsibility of the EJA professors to contextualize in a diligent way the teaching of reading in the activities of literacy training. More than a space of passage to knowledge, the school should be an environment which propitiates the inclusion and the socialization of its students preparing them to be citizens in society.
