A literatura de cordel em foco: uma investigação sobre a aceitabilidade do cordel em uma turma de 3ª etapa da EJA

Abstract

Based on the assumption that reading is transformative and that even those who declare “disliking reading books” can be involved in more “simple” and enjoyable readings such as cordel literature to the point of arousing interest in it, is that this research aimed to investigate the reception of string literature in a group of 3rd Stage of Youth and Adult Education, in the night shift of EMEF and EJA Gov. Alacid Nunes, in Goianésia do Pará - PA. The methodology used was qualitative action research. It also seeks to show that reading Cordel Literature also serves as a source to arouse the student's interest in reading that, in most cases, is asleep. For reading in the classroom, the basic sequence of literary literacy was adopted, which Cosson (2016) defends as a tool for the teacher who wants to organize the proposed readings. This research also counted, for theoretical contributions, with the conceptions of Soares (2017), Kleiman (1999), Street (2014), about Literacy; Cavalcanti (2016), Cosson (2016), Lajolo (2008), Martins (1994), about Reading; and by Cascudo (1984), Abreu (1999, 2006) and Pinheiro (1995, 2013), about string literature. This research aims to contribute to the formation of student readers from an action research promoted by reading cordel leaflets. The proposal was to arouse interest in reading, in order to promote literary literacy. Achieving these goals, it was possible to realize the importance of encouraging reading and, even in cases where the interest in reading is dormant, it can be awakened by using mechanisms that help work in the classroom.