A importância da utilização da leitura e escrita na Educação de Jovens e Adultos em escolas de Picos, Piauí

Abstract

This study analyzes the importance of reading and writing as fundamental tools for social and economic development in Youth and Adult Education (EJA) in Picos, Piauí. Drawing on theories such as Malcolm Knowles' Andragogy, which values students' autonomy and life experiences, and Lev Vygotsky's Sociocultural Theory, which emphasizes the role of the social context in learning, the research addresses the challenges and opportunities of this educational modality. The objectives include identifying the difficulties faced by EJA students in learning to read and write, assessing existing pedagogical practices, and proposing innovative strategies adapted to the local context. The study is grounded in Brazilian educational legislation, such as the LDB and programs like Proeja and the National Pact for Overcoming Illiteracy, which aim to promote educational inclusion and combat illiteracy. The findings highlight that literacy in EJA faces structural challenges, including a lack of adequate teaching resources and the need for continuous educator training. Personalized pedagogical strategies and active methodologies are promising but require greater institutional support and consistent public policies. The study proposes that approaches centered on the specific needs of EJA students can improve literacy levels and engagement, contributing to social inclusion and regional development. It concludes that strengthening EJA in Picos requires a collaborative effort among educators, institutions, and public policies, focusing on reading and writing as foundations for social transformation. This work fills an academic gap by exploring the local peculiarities of EJA and provides valuable guidelines for educators and researchers interested in promoting inclusive education in Brazil.