Os círculos de leitura como recurso pedagógico para o estimulo à leitura de clássicos literários em sala de aula da EJA (8º e 9º): propostas de oficinas com romances de formação.

Abstract

This research aims at discussing about the importance of reading and its impact on the formation of literary readers in the context of the Brazilian teaching program called EJA (Educa- tion for Youth and Adults – Elementary Level), from the perspective of the literary literacy. In this scenario, the general objective is to present an interventional proposal for the Reading Circle classes, with classic works of “universal” literature. For such an enterprise, we developed a reading activity book with workshop proposals, based on the Basic Sequence of Cos- son (2021), about two English novels that share the same form and similar content, for they are Bildungsromane. They are the adaptations of Charles Dickens’s David Copperfield (1850), by Hildegard Feist, and Charlotte Brontë’s Jane Eyre (1847), by Miércio Táti. We believe the discussions about the formation of youth and adults that both works deal with, through the typical tropes of the Bildungsroman (orphanage, travels, tutors, studying, love problems, social integration), help the reading audience of EJA to identify with the dramas of the protagonists, since these novels are about the challenges of life in their many aspects, and both show how studying help the protagonists in their personal progress. Thus, this interven- tion proposal can broaden and enrich the interactions author-text-reader, stimulating the practice of literary reading, as well as promoting literary literacy for EJA students, an audience marked by social, emotional and intellectual difficulties, due to the problems that led them to leave and return to school. For our critical and theoretical support, we looked for the assumptions of Cosson (2021), Solé (2018), Soares (2020), Zilbermam (2012), Maas (2000), among others.