Leitura de mundo e escrevivência na educação de jovens e adultos: possibilidades pedagógicas da obra “quarto de despejo: diário de uma favelada"

Abstract

Youth and Adults Education (EJA, in Brazil) is an educational modality marked by the historical denial of the right to education, especially for the Black and working-class population, whose life trajectories have been shaped by social, racial, and economic inequalities. Based on this issue, this study aims to reflect on the pedagogical potential of Child of the Dark: The Diary of Carolina Maria de Jesus for the development of emancipatory and anti-racist educational practices in Youth and Adults Education. This interdisciplinary research is based on a literature review and articulates contributions from critical pedagogy, literacy studies, Black Brazilian literature, and discussions on ethnic-racial relations in education. The theoretical framework establishes connections between Paulo Freire's conception of emancipatory education, Magda Soares's concept of literacy, and Conceição Evaristo's notion of escrevivência (writing rooted in lived experience), understanding reading and writing as social, cultural, and political practices capable of fostering meaning-making, critical awareness, and the appreciation of learners' life experiences. Initially, the study analyzes the historical development of Youth and Adults Education in Brazil and its relationship with the educational exclusion of the Black population, highlighting the persistence of structural racism in shaping the profile of this educational modality. It then discusses the theoretical foundations that support the understanding of language as an instrument of emancipation and identity affirmation. Finally, it presents pedagogical possibilities for working with Carolina Maria de Jesus's work in Youth and Adults Education, emphasizing its potential to promote reading, writing, and narrative production practices that recognize learners as historical subjects, producers of knowledge, and protagonists of their own life trajectories. The study concludes that literature produced from historically marginalized experiences can contribute to the construction of an education committed to social justice, the appreciation of learners' memories and knowledge, and the fight against racial inequalities within the context of Youth and Adults Education.