Tertúlia Literária Dialógica: desafios e contribuições para o ensino de adolescentes, jovens e adultos em Goiânia-GO

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Universidade Federal de Goiás


This master's research presents a qualitative study with the purpose of demonstrating the contributions/possibilities that the educational action Dialogical Literary Gathering can bring to the reading and writing process in teaching adolescents, youth and adults in Goiânia-GO. It is a weekly meeting of dialogue around universal classical literature, the proposal is to build a movement of sharing life experiences and understanding of meanings of the text promoting a collective construction of meaning. This research was motivated by the question "What are the contributions of Dialogical Literary Gathering to the process of acquiring reading and writing from a class of the 1st segment of the Education of Adolescents, Youth and Adults (EAJA) in Goiânia? ", and was based on the perspective of dialogical learning and had as theoretical subsidy, especially, Paulo Freire (1988, 1995, 2005, 2006), Freire and Schor (1987), Freire and Macedo (2015), Ramón Flécha (1997), Flécha and Mello (2005) and Mello, Braga and Gabassa (2012), Calvino (1993) and others. The study was conducted with two objectives: 1) to identify, describe and analyze the current debate around EAJA; reading/writing and literature; Dialogical Literary Gathering and its proposal of reading from classical works; 2) to identify, describe and analyze the contributions (possibilities) and challenges of Dialogical Literary Gathering for the acquisition process of reading and writing of a class from the 1st segment of EAJA in the city of Goiânia. The research followed the orientation of a qualitative perception of research, under the guidance of the Communicative Methodology, having as instruments of data collection and analysis strategies proper of this methodology: communicative observations, communicative life reports and communicative discussion groups. The analysis was made based on the transformative dimensions (that bring the subjects closer to what they want) and exclusionary (that place themselves as obstacles to the achievement of what is desired). For this purpose, the research environment was an EAJA classroom at a Goiânia municipal school in Goiás. The participants were twenty-one EAJA students and the class teacher who assumed the role of subject and researcher of the work. The activity took place during 6 (six) months of class, throughout the year 2019, and the data collection took place in the last 3 (three) months and in February 2020. The analysis of the results showed a significant greater presence of transforming elements, which were 28 (twenty-eight), in comparison with the excluding elements, which were 6 (six), reaffirming the fact that the Dialogical Literary Gathering presents itself as a successful educational activity, as demonstrated in previous studies. And it also focuses with greater attention on the different scopes of the practice with respect to learning, while indicating other study possibilities that deepen the analysis around this issue, as with investigations that can analyze the productions of students or make comparative, longitudinal and other studies.



ARAÚJO, J. L. S. Tertúlia Literária Dialógica: desafios e contribuições para o ensino de adolescentes, jovens e adultos em Goiânia-GO. 2020. 127 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2020.