Educação de jovem e adultos: uma análise dos trabalhos monográficos sobre a EJA no curso de pedagogia da UESPI, campus de Piripiri–PI

Abstract

The present study is part of the research field of Youth and Adult Education, with the aims to understand the themes which the students from the Pedagogy Course at UESPI, Piripiri-PI campus, approached in their Final Course Work (TCC - Trabalho de Conclusão de Curso) on Youth and Adult Education (EJA - Educação de Jovens e Adultos) in this municipality, in the period of 2010 to 2023. For this, the methodology adopted was the bibliographic and field research. The selection of the seven monographs for the analysis was made during a visit to the library of the UESPI, Piripiri-PI campus, with the purpose of chose all works about EJA, related to the central theme and with emphasis in the rural and urban areas of Piripiri-PI defended between 2010 to 2023. Studies of other municipalities were discarded, because they were not aligned with the proposal of the study. The delimitation of 2010 to 2023 is justified by the fact that, in 2010, after the resolution of National Education Council (CNE/CP n.º 1, of May 15, 2006), which institutes the National Curricular Guidelines (DCN - Diretrizes Curriculares Nacionais) for the Pedagogy Course, degree, the Uespi implemented a new curriculum for this course, adopting a common curriculum for all campus of institution where the Pedagogy Course is offered. Therefore, the delimitation for the year 2023, occurred because the Course Structuring Teaching Core (NDE - Núcleo Docente Estruturante) approved a new curriculum, which passed to hold in the year 2024. It is important to highlight, between the beginning of the degree, in 2004, and the year 2023, the pedagogy course of UESPI, Piripiri-PI campus, adopted 3 curriculum numbered as 01, 14 and 22, however this research only the last two. The main results indicate that the subject offered in the 8° period of the curriculum 14 (2010) is anticipated for the 4° period in the curriculum 22 (2014/2022), providing to the students an early contact with the subject. There was a reduction in research disciplines, from five to three, and the positioning in the last semesters favored a greater maturation in the students. However, these factors do not represented a significant increase in the amount of research about EJA inside of the Pedagogy Course in the analyzed section. The monographs analyzed evidenced which the numerous challenges faced in the EJA are repeated over the years, indicating continuity or even worsening of these problems. Moreover, it was observed that the contemporary themes, such as technologies and active methodologies, have yet to be addressed, pointing to the gaps in the academic production. The works also highlight the necessity for the continuing education for the teachers which work in the area. That way this study achieved your goals and contributed for the greater understanding of the EJA challenges, serving as support for future research and interventions more effective in the education of youth and adult education.