Os desafios da educação de jovens, adultos e idosos: diálogo entre a produção textual e a vivência dos gêneros no cotidiano

The Education of Youth, Adults, and Elderly (EYAE) is a teaching modality that, for years, has been discussed in different school environments. From this perspective, considering both the conception of EYAE in Brazil and the relationship between Portuguese language teaching in basic education, this research proposed to analyze the experience of textual genres in students' daily lives and how the practice of literacy is inserted along the entire writing process. Under this bias, during the investigation, a writing workshop was applied at Escola Estadual Dom Pedro II, at Ouro Preto-MG, which aimed to relate students' written production with everyday life, precisely because, when relating life and text, in Applied Linguistics, it is possible to perceive the true contours of literacy. For this described objective, some theoretical guidelines were addressed, considering the context of EYAE in Brazil, textual genres, advertising genres, literacy, and, finally, the conceptualization of research through the area of Applied Linguistics. In addition to the theoretical contours, the investigation methodology sought to present the case study as the focus of the research, pointing out the characteristics of the subjects who composed this study, the profile of the school, an analysis of an interview with the teacher partner of the study, and finally, a questionnaire for the students themselves, with the intention of understanding who the components of this teaching modality are. The analysis of the collected data was carried out through the written production of an advertisement made by the students themselves after the writing workshops. In these texts it was possible to see how much the students attributed meaning to their textual production, further promoting the idea of literacy. After completing the investigation, it was concluded that there are several challenges to non regular education in Brazil, precisely because the prospect of supplementary education that covers all audiences is increasingly minimized, given the growing juvenilization of EYAE. Therefore, even with all the challenges, it is possible, in Portuguese language teaching in basic education, in a non-regular modality such as EYAE to attribute meaning to the experience of textual genres in the daily life of school and the lives of these students.