Educação de Jovens e Adultos: desafios e possibilidades dos/as discentes de uma escola da rede pública de ensino de Teresina/PI

Abstract

Youth and Adult Education - EJA was established in Brazil as a teaching modality in 1996 with the approval of the Law of Guidelines and Bases of National Education (LDB) n° 9394/96, in which it was intended for those who did not study at the appropriate age. This present study proposes to analyze the challenges and possibilities of students of Youth and Adult Education in the teaching and learning process in the context of public schools. To this end, the following specific objectives are proposed: to characterize the teaching and learning process of students of Youth and Adult Education; to identify the challenges and possibilities of students of Youth and Adult Education in the teaching and learning process in the context of public schools; to understand how the challenges and possibilities of students of Youth and Adult Education in the teaching and learning process have contributed or not to the permanence or interruption of literacy. The research was based on the following theoretical concepts: Ferreira (2010), which addresses the history of EJA since colonization; Freire (2022) who deals with the knowledge necessary for educational practice; Haddad and Di Pierro (2000) who discuss the schooling of young people and adults; Gadotti and Romão (2010) who discuss theory, practice and proposal in the education of young people and adults; Paiva (2003) who describes the history of popular education in Brazil; Pinheiro (2020) who discusses the profile of the EJA student today. We used qualitative research as a methodology and to construct the data the interview with semi-structured questions and the profile questionnaire to identify the research participants. The participants were 04 teachers and 04 students from a school in the Southeast area of Teresina-PI, Brazil.