O processo de alfabetizar e letrar na educação de jovens e adultos: uma análise dialógica entre o pensamento freiriano e a teoria de Magda Soares

Abstract

The configuration of Youth and Adult Education (EJA) within the Brazilian educational landscape is recognizably marked by legacies of social marginalization and profound disparities regarding school admission and continuity, often consolidating itself through merely supplemental methodologies. Even in the face of legal protections defining it as an inalienable right, the realization of this educational modality still encounters severe obstacles, such as high dropout rates and a lack of teaching quality that respects the specificities of the students. In this horizon of tensions, this study proposes an immersion into the theoretical foundations that support literacy and "letramento" (literacy as a social practice), prioritizing perspectives that seek the subject's emancipation. The central focus of the investigation lies in the comparative and dialogical analysis of the works of Paulo Freire and Magda Soares, aiming to identify how such perspectives can structure a pedagogical practice geared toward political and social awareness in EJA. Methodologically, a qualitative and bibliographic research approach was chosen, based on productions dated between 1990 and 2024, which correlate education and social transformation. The results indicate that, while Freire perceives literacy as a critical reading of reality that precedes the word, Soares deepens the debate by positioning literacy as an immersion in the social practices of writing that transcends technicalism. It is concluded, therefore, that the integration of these two visions is the fundamental axis for a teaching practice that not only teaches how to read but also promotes autonomy, full inclusion, and the subversion of the oppressive realities faced by EJA students in contemporary Brazil.