EJA em Debate

NATIONAL CURRICULUM GUIDELINES FOR THE EJA:

Fri, 16 May 2025 00:00:00 +0000

This article proposes the development of reflections on youth and adult education (EJA), understanding them from a vision of totality as workers in the context of economic neoliberalism of the 21st century. For this, we carried out a documentary research on the National Curricular Guidelines for EJA (2000) with a view to the textual analysis of the same in line with articles and works of authors affiliated with historical and dialectical materialism who have been studying educational policies and/or EJA in the light of the relationship between work and education. Neoliberalism in the Brazilian context of the 21st century is characterized, among other aspects, by the attribution of exchange value to fundamental rights such as education, health, housing, leisure. Education, in its different stages, becomes a promising market, as well as the certification of basic schooling for millions of workers as a condition for access and consumption of higher education courses sold by numerous higher education institutions. The results from the documentary and bibliographic studies indicate that the EJA represents, on the one hand, a territory for the training of workers prepared for the demands of the labor market in the stage of globalized capitalism, and means, in addition, a space for returning to school for those who who had their right to schooling denied. On the other hand, it can mean a territory of struggle and resistance, strategic for the formation of the subject with class consciousness.

YOUTH AND ADULT EDUCATION: PEDAGOGICAL PRACTICES AND THE CURRICULUM

Maria Irilene Alves dos Santos, Ana Paula de Medeiros Ribeiro — Fri, 16 May 2025 00:00:00 +0000

Practices developed in Youth and Adult Education (EJA) are essential for the educational development of this modality that has been gradually gaining space in recent years. The curriculum expresses as such practices should be. In this study, the objective is to present a theoretical cut of youth and adult education in its legal aspects, as well as the teaching, curriculum and skills and skills concerning it. This is a theoretical review research

A EDUCAÇÃO DE JOVENS E ADULTOS E A FORMAÇÃO DE PROFESSORES E PROFESSORAS NO BRASIL: HISTÓRIA, POLÍTICAS E PERSPECTIVAS

Daiane Ferreira, Elaine Corrêa Pereira — Fri, 16 May 2025 00:00:00 +0000

Fazendo uma pequena digressão histórica sobre a Educação de Jovens e Adultos (EJA), tomamos como ponto de partida a educação no Brasil desde o período da colonização com o ensino jesuítico até as legislações do ano de 2020. O nosso intento neste artigo é dialogar teoricamente sobre alguns aspectos históricos, políticos e teóricos da EJA e da formação de professores. Como procedimento metodológico, utilizamos a pesquisa bibliográfica, recorrendo à revisão da literatura atual baseada em Gatti (2021), Ranghetti (2000), Freire, Haddad e Di Pierro (2000), Di Pierro (2010), Paiva (1981), Galvão e Soares (2004), entre outros. Este artigo se encontra estruturado em quatro seções da seguinte forma: “Dos jesuítas ao período pombalino”, “Do período imperial à república: as mudanças na educação”, “Educação de Jovens e Adultos e a Formação de Professores a partir da primeira LDB”, “A Educação de Jovens e Adultos, Formação de Professores e as mudanças desde a Constituição de 1988”. Por fim, tecemos algumas reflexões e análises sobre as políticas educacionais no campo da EJA e da Formação de professores e professoras vislumbrando algumas perspectivas.

Palavras-chave: Políticas públicas. EJA. Formação de professoras e professores

PROMOVENDO A INSERÇÃO SOCIAL DE PESSOAS COM SÍNDROME DE DOWN: UM RELATO DE PESQUISA SOBRE AS REDES DE APOIO PARA JOVENS E ADULTOS EM BARCELONA

Fri, 16 May 2025 00:00:00 +0000

This report aims to present a qualitative research experience carried out at the Catalana Foundation for Down Syndrome (FCSD), developed from a research in an international cooperation format between the Universities Feevale (Brazil) and UAB (Catalunya). The Foundation in question presents its proposal as being focused on improving the quality of life of people with Down Syndrome (DS). During the study, the results of the investigation are presented, as well as the way in which the FCSD was built. The support strategies offered by the institution for young people and adults are also reported. With this, it is intended to contribute so that people, adults, with DS and other Intellectual Disabilities (ID) have a leading role in studies in the area.

YOUTH AND ADULT EDUCATION INTEGRATED TO PROFESSIONAL AND TECHNOLOGICAL EDUCATION IN IFRS

Maria Julia Hunning Ehlert, Aline Silva de Bona — Fri, 16 May 2025 00:00:00 +0000

Youth and Adult Education integrated into Professional Education (EJA-EPT) is an educational modality that seeks to provide a new opportunity for students who had a break in their school career in order qualify them for the labor market. In the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS), the offer of courses in this modality came about with the creation of an institutional project that, in addition to offering EJA-EPT courses, offered training for teachers and had a team to think about the permanence and success of students in the courses offered. Thus, this original paper has the general objective of presenting permanence and success indicators built from the analysis of the profile of EJA-EPT students in the IFRS in the year 2022. The research methodology consists of a historical analysis of the IFRS campuses that received the courses, followed by the reasoned construction of a questionnaire that was applied to the students, for the following analysis and data tabulation, which allowed the creation of permanence and success indicators from the data obtained. Indicators were built considering students’ needs, which are characterized by being possible actions to be carried out in school spaces, also mobilizing all subjects involved in the teaching and learning process. We conclude that providing this educational modality means understanding these worker students as protagonists of their own path, promoting the construction of inclusive public policies and reiterating the commitment of the IFRS as a public institution for everyone.

TEACHING MATHEMATICS IN YOUTH AND ADULT EDUCATION: CHALLENGES AND OPPORTUNITIES IN THE MATO GROSSO’S BASIC EDUCATION

Maria Celézia Mendes Leal, Cláudia Landin Negreiros — Fri, 16 May 2025 00:00:00 +0000

This article is an excerpt from a master's dissertation presented at the Stricto Sensu Graduate Program in Mathematics and Science Teaching - PPGECM, at the University of the State of Mato Grosso - UNEMAT - Campus XXX. Its objective was to identify the main challenges encountered in teaching mathematics in Youth and Adult Education (YAE). The methodological approach adopted was qualitative, using descriptive research and semi-structured interviews to gather data, and Severino's Interpretative Analysis (2007) to understand the participants' accounts. The study involved six teachers who were either currently working or had worked in YAE in a school located in the interior of Mato Grosso. The paper provides an analysis of the results followed by final considerations. The investigation revealed that none of the participating teachers had received initial training specifically focused on YAE. The main challenges identified in teaching this subject included the lack of suitable pedagogical materials for this educational modality, difficulties in adapting the content to the students' reality, and the age differences among students in the same YAE class. Consequently, it was understood that YAE has its own peculiarities and needs, which are guaranteed by documents and legislation. However, this research highlighted the scarcity of initial training and the lack of necessary investments, significantly hindering the work of teachers in this Basic Education modality.

Keywords: Mathematics education; Youth and Adult Education; Initial teacher training.

A EJA como lugar do deslocamento

Ivelã Pereira — Fri, 16 May 2025 00:00:00 +0000

Esta edição contou com o fomento da FAPESC (Fundação de Amparo à Pesquisa e Inovação do Estado de Santa Catarina), do “Edital de Chamada Pública FAPESC nº 21/2022: Programa de apoio e incentivo à consolidação de periódicos científicos”, o qual nos permitiu efetuar grandes avanços para o aprimoramento de nossa revista, sobretudo no que diz respeito à nova identidade visual, diagramação e aperfeiçoamento de processos, como uma melhoria identificação de plágio, por exemplo. Neste contexto em que passamos por um momento de valorização da nossa revista, a qual foi a primeira no Brasil a focalizar nessa temática tão importante da modalidade educacional voltada para jovens e adultos, traremos algumas reflexões sobre o lugar da EJA em nosso país (e no mundo).