"MANY STUDENTS JUST WANT TO LEARN HOW TO SIGN THEIR NAME”: CHALLENGES AND PERSPECTIVES IN THE RELATIONSHIP OF TEACHERS WITH KNOWLEDGE TOWARD TEACHING READING AND WRITING TO YOUNG AND ADULTS.

desafios e perspectivas da relação com o saber ensinar leitura e escrita na educação de jovens e adultos

Abstract

This paper analyzes the meanings surrounding the relationship of teachers with knowledge toward teaching reading and writing to young and adults in Redenção city – Ceará - Brazil. Concepts of mobilization, activity and meaning, discussed by Bernard Charlot (2000), from studies on the relationship to knowledge, were used as the main theoretical base. The discussion of Magda Soares (2004) on literacy practices, the comprehension of Brian Street (2006) concerning literacy, and Paulo Freire’s ideas (1987), dialoguing with the human education, are added to this theoretical base. In a qualitative, descriptive, and interpretative perspective, data were produced from the transcription of audios, authorized by teachers of Young and Adults Education, throughout training meetings and scheduled visits, in loco, at schools of Redenção, in 2023. Data analysis suggests that, according to teachers, the teaching exercise becomes significant when they recognize that reading and writing are valuable to the studentsfrom the moment in which they get to sign their own name, once this fact goes beyond and amplifies the meaning of the conventional acquisition of writing technology, having as mobilization the induction of plural meanings among the students. Data also confirmed the supposition that this relationship of the teachers with knowledge toward teaching reading and writing to young and adults presents a connection, as a mirror, between the EJA students’ life stories and the low level of education experienced by teachers' parents.