THE IMPORTANCE OF TEXTUAL GENRES IN THE TEACHING-LEARNING PROCESS IN YOUTH AND ADULT EDUCATION

Abstract

process in Youth and Adult Education (EJA), from the perspective of student/reader education. The study aims at the importance of textual genres in the learning process of these students in this teaching modality. These students seek an opportunity in EJA to complete their studies that were interrupted at the regular age, regardless of the reasons that caused them to drop out of school. This is a heterogeneous public that, despite not having completed their studies, has experience of life and reading the world, which will require methodological strategies from the teacher in the development of reading and writing practices in the day-to-day of the classroom, to to facilitate the understanding of reading and textual production, given the time lapse due to the absence of the school environment. Therefore, to this end, the study concisely presents the education of young people and adults and the right to education of EJA subjects; the importance of reading for the reading formation of students in the teaching of EJA. Subsequently, a brief discussion on textual genres in teaching-learning in EJA. Finally, the difference between textual genres and textual types is exemplified. The methodology used was bibliographic research, whose theoretical foundation is supported by authors who deal with issues of textual genres in the teaching of EJA. It was evident in the final considerations that the school in the teaching-learning process, aimed at the EJA public, must consider the social context in which these subjects are inserted. It is concluded, then, that textual genres can contribute to the learning process of these students, since they favor the socio-communicative function. The diversity of textual genres is essential to improve students' reading training, from the perspective of language use in the reading and writing process.