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This article aimed to analyze the didactic strategies used by teachers of Youth and Adult Education of three public schools in Alagoas to improve the teaching-learning process. The EJA for many years has been considered an educational subsystem, a poor education for the poor, but there is recognition in recent years of the transformative role it can generate in the lives of people who were excluded from the traditional education system for work reasons, pregnancy, school failure or voluntary dropout. There are also economic reasons that establish the importance of this type of education, being considered as a workforce that must be qualified to enter the increasingly competitive labor market. From a qualitative approach and case study method, research was developed by obtaining data from three focus groups with students and semi-structured interviews with teachers. The data were treated through the content analysis proposed by Bardin (2011). In the speeches arose the dialogic positions of teachers and students object of this research, who demonstrated the importance of the relationship of dialogue and respect between teachers and students of the EJA, highlighting that there are didactic strategies that favor learning, such as practical work and group. However, there is a criticism of the EJA that presents some mechanical processes of nonsense and merely reproductive teaching that do not favor the acquisition of higher thinking skills, such as reflection and analysis of the student's social reality. [ABSTRACT FROM AUTHOR]

This essay aims to analyze the National Program for the Integration of Professional Education with Basic Education in the Youth and Adult Education Modality (PROEJA) from the perspective of political refraction. The essay, in methodological terms, works with concepts in order to make sense of reality, in a movement between objectivity and subjectivity. Therefore, secondary data was sought through bibliographic research. With regard to PROEJA, it should be noted that despite the importance and the need for a good State policy aimed at the education of young people and adults (EJA), this type of education has suffered from the worsening of its expansion and maintenance conditions. The choice of the concept of political refraction is justified insofar as it is understood that the lack of improvement and investment in EJA is not due to the legislation pertaining to this type of education, but to the distortion at the time of its implementation. Based on the configuration of the field of EJA education in Brazil, it was noticed that the achievements of this modality for the realization of education as a right for all were obtained through disputes between conservative and progressive sectors. Despite everything that was said, it was found that EJA still exists and resists!. [ABSTRACT FROM AUTHOR]

In Brazil, there have already been several attempts to eradicate illiteracy among young people and adults through many programs, one of them being very significant, the Brazilian Movement of Literacy - MOBRAL. It was a Program that managed to expand even in the most distant cities of the interior of Brazil. Aware of this reality, the general objective of the work is to situate the political, economic and educational context of the State of Ceará at the time MOBRAL was implemented. It also aims to present popular education movements that occurred before the Military Coup, and also what was happening in the context of Ceará through reports from educators. The qualitative study was theoretically supported by authors such as Paiva (1981), Jannuzzi (1987), Farias (2009) and Gomes (2012). It was used as a source of data collection, interviews done by NUDOC / UFC, with people who worked in the State Education Department. The analysis of the data points to changes in the way education was being conducted in the State at the moment when the dictatorship settles in the Country. The work that was done by these educators had to be interrupted by the fact that their ideas confronted with the ideology of the military. [ABSTRACT FROM AUTHOR]

The article presents results of a research about the infl uence of a teaching phonological awareness skills and grapheme phoneme correspondences program and its impact over adults and young people who where in diff erent stages of learning skills acquirement proposed by Linnea Ehri. Nine students, from an early literacy class at a Youth and Adult Education Center in the city of Rio do Sul - SC - Brazil, were subjects of this study. The intervention research, methodologically applied, was the application of a teaching program which aimed to contribute to the development of the aforementioned skills and knowledge, and two assessments applied at the program beginning and when fi nishing. The qualitative and quantitative analysis data results found shows that after the intervention the research subjects experienced a performance boost on phonological awareness skills, graphemes recognition and reading at all learning stages, especially those who were in transition from the partial alphabetic phase to the alphabetic phase complete. These results suggest that pedagogical practices that promote the graphophonemic correspondences and the phonological awareness development, especially phonemic awareness teaching, can be benefi cial for the reading in young people and adults in the early literacy development process. [ABSTRACT FROM AUTHOR]

This work aims to analyze the formative profile of teachers working in the Education of Youth and Adults (EYA) in the municipal education network of Macapá, State of Amapá, Brazil. To achieve our goal, we adopted quantitative and qualitative research as well as bibliographic research. The collection of empirical data took place through the application of a specific questionnaire with teachers who work at EYA, and who agreed to participate in the research, in order to identify whether these teachers had the specific qualification in the undergraduate course they attended, or if later, as education professionals, they carried out some qualification that would help them in their work at EYA. We understand that students of this modality have a differentiated profile and learning specificities, which requires a qualified professional to serve them. The survey data revealed the absence of initial training to work in EYA classes in undergraduate courses, as well as failure in continuing education. Therefore, there is much to be done in the public policies so that teachers who work with youth and adults in the municipal network of Macapá can be increasingly qualified to face the challenges that this type of education requires. [ABSTRACT FROM AUTHOR]

This article provides a brief historical contextualization of the trajectory of youth and adult education (YAE) in Brazil, with the aim of reflecting on the conceptions that underpinned public policies and that still have implications for the educational scenario of this modality. For this, a bibliographic/documentary research was carried out, analyzed in the light of the theoretical assumptions that generate the research in this field of study. It is understood that throughout the history of education, public policies for YAE have been discontinuous and fragmented, not being a priority for governments, which has had profound marks on this modality and its students. YAE is part of a complex political field, with several peculiarities and which, despite having presented countless advances over the decades, has been threatened by regressive public policies that seriously compromise everyone's right to education. Public policies for YAE need to be built from a broad reflection, not only in terms of education, but in its social, economic and cultural context as a whole. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper aims to present some reflections on the federal literacy programs developed for young and adult people, in the last fifty years in Brazil, based on a bibliographic and documental research. In order to do so, it presents a brief history of these programs and evidences their main objectives, strategies and problems. In this analysis, it was considered that the educational methodological proposals to this public would be more successful if some ideas of the Paulo Freire were taken in consideration. This study was based on academic works about literacy of young and adult people and about the literacy programs analyzed, as well as some documents and news from government agencies. It concluded that these federal programs have not achieved their goals mostly because there was discontinuity in the educational public policies and lack of effective commitment from many public managers with the literacy of young and adult people. It was also observed that inadequate strategies were adopted, even when the interaction with Freire‟s ideas was planned. [ABSTRACT FROM AUTHOR]

This paper aims to present some reflections on the federal literacy programs developed for young and adult people, in the last fifty years in Brazil, based on a bibliographic and documental research. In order to do so, it presents a brief history of these programs and evidences their main objectives, strategies and problems. In this analysis, it was considered that the educational methodological proposals to this public would be more successful if some ideas of the Paulo Freire were taken in consideration. This study was based on academic works about literacy of young and adult people and about the literacy programs analyzed, as well as some documents and news from government agencies. It concluded that these federal programs have not achieved their goals mostly because there was discontinuity in the educational public policies and lack of effective commitment from many public managers with the literacy of young and adult people. It was also observed that inadequate strategies were adopted, even when the interaction with Freire's ideas was planned. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paradigm of inclusion, which just began to settle in the field of Brazilian education in late twentieth century and has been trying to consolidate in these first decades of the twenty-first, has posed several challenges to mathematics education. The identification, analysis and proposals for addressing those challenges have been object of research in Brazil, which has faced the impossibility of treating its questions and empirical material without considering the sociocultural tensions surrounding the mechanisms of exclusion and inclusion and the close relationship of the processes focused on those involving different uses of language and practices of reading and writing, in a society assumed graphocentric and quanticratic. [ABSTRACT FROM AUTHOR]

Copyright of Imagens da Educação is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to analyze the disposal of solid waste generated in the Elementary School Our Lady of the Rosary and environmental awareness among students of Youth and Adults (EJA) in relation to the problem of Solid Waste. The teaching unit was selected because of its location and the fact that it has available to collectors for the implementation of selective collection in their respective colors: yellow, green, red and blue, but they were stranded in the schoolyard as the separation of solid waste was not occurring in a satisfactory manner, a fact that leads to the understanding that students, educators and employees of the school unit probably did not know and / or were not sensitive to the importance of the collection. After data analysis and verification of the lack of waste management in the teaching unit, was promoted moments of awareness, such as lectures and workshops on the issue of solid waste, in order for students, educators and employees know the difference between trash and solid waste, landfill and landfill, emphasizing the importance of selective collection and the work of collectors of recyclable materials to reduce pollution of the environment and reduction of natural resource extraction, as well as income generation. [ABSTRACT FROM AUTHOR]

The current paper intends to consider the role of schools in prison. Its aim is not only to understand how students and teachers see it, but also try to find ways of improving the quality of life for those deprived of freedom. The nature of the study is qualitative. The subjects of the study are teachers and students in a penitentiary school in the State of São Paulo/Brazil. Methodological procedures used for data collection were observation, informal conversations, and interviews. Data analysis of the study conducted was based on authors working on this theme in Latin America. This study demonstrates that the school is an effective space for socialization, identity construction and learning, therefore fulfilling its most important role of knowledge, culture, and reality intermediation, offering possibilities of preserving the human rights of young people and adults deprived of their liberty. [ABSTRACT FROM AUTHOR]

Copyright of Educacao & Sociedade is the property of Centro de Estudos de Educacao e Sociedade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Práxis Educativa is the property of Revista Praxis Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Contrapontos is the property of Universidade do Vale do Itajai and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Results of INAF (2004) indicate that only 23% of the Brazilian young and adult population is capable of adopting and controlling a strategy of resolution of a problem to involve the execution of a series of operations. This work aims to investigate the causes of the difficulties faced by adults - enrolled in the Education Program for Youngsters and Adults (EJA), at a public school in the State of Paraná - the difficulties analyzed here concern the use of mathematical knowledge for the solution of problems. We are verifying the possible relationship of difficulties with the lack of knowledge on concepts and mathematical algorithms or whether, they originate in the incomprehension of the mother language used in the situation problems. We could verify that the possible causes are: teaching modality never received appropriate attention from competent authorities. The evaluation system and promotion as well as the low ages allowed by LDB 9394/96 for access to the program, have been signaling towards a growing identification between supplemental teaching and mechanisms of acceleration of the regular teaching, of educational proof. There is no concern for appropriation/knowledge construction. [ABSTRACT FROM AUTHOR]

Copyright of Educacao & Sociedade is the property of Centro de Estudos de Educacao e Sociedade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)