A RELEVÂNCIA DO GÊNERO AUTOBIOGRAFIA NO PROCESSO DE ALFABETIZAÇÃO E LETRAMENTO NA EJA

Abstract

This article discusses the autobiography genre in the process of literacy and reading/writing development in Youth and Adult Education (EJA). The textual genre is understood as the concrete manifestation of social practices, expressed daily as forms of language use. Thus, the approach to literacy and reading/writing in EJA through the autobiography genre considers social relations and lived contexts as an instrument for the study of the genre, in which both processes advance simultaneously, valuing the students’ prior knowledge. This study, through a bibliographic analysis, sought academic works that presented projects pointing to the teaching of the autobiography genre as a means for literacy and reading/writing development in EJA. The research indicated that, since autobiography is a materialization of a discourse genre that speaks about oneself, the approaches found in the didactic sequences showed that it is an excellent resource for individuals in this educational context. Furthermore, autobiography also supports the literacy process of individuals, enabling them to use it in their social practices.