Reading in youth and adult education

Abstract

Objective: The article discusses the issue of reading among students in Youth and Adult Education (EJA). The main goal is to implement a reading project in the context of EJA classes, aiming to promote reading habits among students and foster the development of reading comprehension skills.

Methodology/Approach: The study employs a qualitative approach based on the implementation of a reading project structured into six didactic sequences. Data were collected through a socioeconomic questionnaire, conversation circles, a field diary, and photographic records. Data analysis was conducted using content analysis proposed by Bardin (2011), allowing for an investigation of pedagogical practices and the impact of the activities on students' engagement with reading.

Originality/Relevance: The study is relevant as it addresses reading as an essential tool for the social inclusion of youth and adults in EJA, a form of education that often faces challenges due to the discontinuity of the educational process during childhood and adolescence. The originality lies in adapting reading activities to the students' daily lives, making the reading process meaningful and aligned with their social and cultural realities.

Main Conclusions: The results showed increased student involvement with reading throughout the project. Participation in the proposed activities improved the students' reading comprehension and sparked an interest in future reading. There was a notable shift in students' attitudes towards reading, which became seen as a more enjoyable and useful practice for their lives.

Theoretical Contributions: The research provides theoretical contributions by demonstrating the importance of adapting reading projects to the specific realities of EJA students. It also offers insights into how contextualized pedagogical practices can transform the perception of reading, promoting the development of more autonomous and critical readers.