Escrever para transformar: a redação como prática emancipadora na EPT

Abstract

This study analyzes the teaching of Essay Writing/Text Production in Professional and Technological Education (EPT), proposing the overcoming of instrumental models in favor of a critical and emancipatory pedagogical practice grounded in the principles of omnilaterality and the unitary school. The methodology adopts a qualitative and descriptive approach with an autobiographical perspective, structured as a training memoir articulated with a pedagogical intervention plan that utilizes the principles of action research to investigate academic and teaching trajectories in Text Production instruction. The results and proposals demonstrate that the implementation of Integrated Didactic Sequences and Problem-Based Learning (PBL) enhances youth agency and the "language acting," transforming writing into an axis of integration between technical and humanities knowledge. The study concludes that writing instruction, when mediated by multiliteracies and dialogic assessment, contributes to breaking with educational duality and becomes an instrument of curricular justice. Thus, the proposed training ensures that student-workers develop the necessary autonomy to construct their own history and intervene consciously in social reality, consolidating an education that is simultaneously technical, humanistic, and liberating. .