A escrita do relato autobiográfico como prática de letramento para alunos do EJA.

Abstract

Memorial of training integrating of the Languages and Literacies area and Profletras / UFBA Language Studies and Social Practices Line of Action. It was performed a writing based on bibliographic studies, whose authors propose a discursive sociointeractionist reflection, inserted in the field of teaching of the mother tongue and in the interactionist perspective, seeking to strengthen the concepts of literacies and authorial writing. I present a Didactic Sequence proposal for Portuguese language classes, with the objective of developing students' writing based on the textual genre Autobiography. Since the main goal of the construction of this memorial is to propose an analysis of the relationship between the writing of the students of the EJA modality and the literacy practices, going through the relations of the world of work and the ethnic-racial relations in the life of the working student; I also aimed to reflect about my academic and professional training in order that a motivator to produce authorial writing. The work is based on theoretical-methodological conceptions: of self writing, as postulated by Foucault (1992), of language and text in a socio-cognitive-interactional view of Marcuschi (2003, 2010); from literacies by Kleiman (1995, 2005) and Rojo (1995, 2009); Freire's liberating education (1967), with didactic sequence by Schneuwly and Dolz (2004); Street's social literacies (2014) and in its entirety inspired by the phrase by Gloria Anzaldua (2000): “Why am I driven to write?”.