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The text analyzes part of the data produced in the context of a Master’s research. It is based on the assumptions of the qualitative approach and uses interviews to produce data. To guide the realization of this study, Freire (1998), Santos (2000), Arroyo (2005), Galvão and Di Pierro (2007), Gomes (2020) and others are highlighted. The research results reaffirm the need, expanded in the post-pandemic context, for reflection on the nature and organization of pedagogical work in the schooling of young people and adults. It discusses the presence of emancipation elements characteristic of popular education of which EJA is heir to, as well as aspects of regulation, characteristic of education systems. [ABSTRACT FROM AUTHOR]

This article aimed to discuss the challenges faced by teachers of Youth and Adult Education (YAE) in the municipality of João Pessoa/PB, to teach the elderly during the covid-19 pandemic. The qualitative method was adopted and information was collected with 10 teachers through a questionnaire in Google Forms virtual format. They were examined with the Critical Discourse Analysis (CDA). The results revealed the difficulties that teachers face in dealing with remote teaching, especially with the elderly, since this portion of the population has its own technological deficiencies and is not used to this teaching format. [ABSTRACT FROM AUTHOR]

The article aims to analyze how aspects of formative assessment are understood and implemented by teachers of Youth and Adult Education (YAE) in a public school in the Federal District of Brazil. The research that guided this scientific article analyzed the extent to which aspects of formative assessment are implemented at the YAE's first segment. The data were produced by an exploratory research, in a qualitative approach, based on Bourdieu e Champagne (1998), Freitas (1995, 2002), Freitas et al. (2014), Villas Boas (2017), among others. Questionnaires about the teacher's assessment practice were applied, semi-structured interview and analysis of government and school documents. The research points out that the discussion about formative assessment contributes both to the improvement of the school pedagogical work and to the subjects involved with this educational modality. [ABSTRACT FROM AUTHOR]

This research will verify how the actions of the pedagogical coordinators from the municipal educational system of Salvador concerning the management of continued formation of teachers, more specifically; those who work in the Youth and Adults Education (YAE) are developed. Thus, this study also intends to identify what actions have been developed by the pedagogical coordinators to foster teachers continued formation and if they recognize the school as a privileged space for the continued formation of teachers occur. In this way, we conducted a qualitative approach research and used the field research as technical procedure, adopting the semi-structured interview as data collection instrument. The obtained results show the necessity of strengthening the role of the pedagogical coordinator as an articulator for continued formation of teachers and the constructor of its own professional identity. [ABSTRACT FROM AUTHOR]