Práticas pedagógicas no ensino de inglês para o público da EJA: metodologias e resultados

Abstract

This work aims to show how teaching English is fundamental for EJA (Youth and Adult Education) students, developing autonomy and self-knowledge in them, through methodologies combined with diversified teaching practices. From this perspective, we can question whether the pedagogical practices adopted in teaching English to EJA students are taking into account the needs and diversity of the target audience? The general objective is to analyze the pedagogical practices applied to EJA students, supporting the importance of this teaching modality. Authors such as Paulo Freire, Moacir Gadotti, Miguel Arroyo, among others, address the importance of this topic, and the methodologies that can be applied so that there is collective development and students have the determination to learn, and know the importance that this language can have for their growth. The proposal for this research is qualitative in terms of approach, as it aims to analyze what will be observed, in terms of procedures, it is of a bibliographic nature, as it was used as means of research, books, published articles and the internet analyzing online articles, in terms of objectives, the research is exploratory in nature, as it aims to provide greater familiarity with the problem. Knowing that EJA students carry with them a wealth of knowledge and learning, the teacher as a knowledge mediator is essential to develop in the student all possible skills to achieve significant learning results.