This research presents the experience of a literary project in the teaching of literature in
EJA, portrayed in a filmic way, to bring the student closer to printed words through
cinematography. These studies seek to bring literacy and literary sequencing as a
teaching-learning process in EJA classes, to make them readers who value different
languages. To this end, the following research questions are posed: is it possible to
develop a work aimed at reading and a literary project with a didactic sequence of
literature in EJA? Can literacy and the literary project in the didactic sequence be used
to close the alliance through this bioscope? How does the silencing of literature occur in
high school? The objective of this research is to discuss the teaching of Literature in
EJA, its silencing by the BNCC, presenting a proposal for a literary project in the
teaching of literature based on filmic works. In order to achieve the general objectives,
the following specific objectives were selected: a) to analyze the role of literature in
teaching in EJA, considering issues such as reading, literary literacy and didactic
sequence; b) discuss the silencing of Literature in the teaching of EJA; c) propose a
literary project in the teaching of literature in the EJA of literary and filmic works for
the teaching of literature in the EJA. Thus, the dissertation is developed under this
perspective of the research using literature aligned with cinema for the development of
this proposal. We count as research instruments the discussions of some theorists, such
as Freire (2000), Cosson (2006), Brandão (2018), Pintrich (2003), among others. The
studies of these authors also corroborated the analyzes on the elaboration of the
materials to be used in the literary project in the teaching of literature in EJA and, thus,
being able to influence the practice of teaching literature. This research also discusses
the silencing of literature by the BNCC and by the reform of secondary education. This
silencing is verified, as the discipline of literature was excluded from the curriculum by
the BNCC and by the reform of secondary education, appearing only as nine generalist
skills in the BNCC. In addition, teaching literature in EJA faces problems such as lack
of materials, reduced workload, and lack of curricular guidelines for teaching literature.
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