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Copyright of Acta Scientiae (1517-4492) is the property of Acta Scientiae 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 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 text intends to reflect about Youth and Adult Education in the context of freedom, according to some contemporary philosophers and thinkers. Initially, an analysis was performed presenting some concepts about freedom in the vision of different authors, such as: Sartre, Kant, Marx, Guy Debord (2003), Hannah Arendt (1983) and Paulo Freire (1979; 1981; 1986; 1997). Then it was argued that, in the contemporary world, the internet is the force that has most revolutionized the media, bringing many benefits in a general scope, as well as the considerable increase in the possibilities of distorting its use. In this way, it is sought to be based on laws that regulate this use and which guarantee freedom and privacy to the individual. In a third moment, it was discussed the realization of the right to education of young people and adults deprived of their liberty, including those in the digital age, valuing them before society and the world of work, allowing for educational and social inclusion. [ABSTRACT FROM AUTHOR]

The permanent formation of the human being has been an issue of several debates in the field of education aiming at one´s interaction with society, which is characterized by sociocultural and linguistic diversity and by the permanent learning, no matter the age group. Considering that, the main idea of this study is to investigate how the reading and writing practices are being approached in the modality of Young and Adults Education. At the same time, the article has as its aim to understand the relevance of these practices in the formation of these students in the perspective of Permanent Education. As theoretical background, we highlight the researches of Freire (1982,1983), Antunes (2010) and Soares (2001,2003). For that, the methodology is built on the qualitative approach based on a case study and the analysis are specifically carried out in the district of Cascavel, situated in the West region of the state of Paraná. The results point out that the reading and writing practices assume a dimension of great importance in the formation and insertion of these subjects in society. [ABSTRACT FROM AUTHOR]

To do a research, Ludke and André (1986) state that it is necessary to confront data, evidence, information collected on a given subject and the theoretical knowledge accumulated about it. The purpose that study was justified by the need to know and expand the understanding of who are the young and adult subjects who seek school education at night, as well as understanding the broader relations that influence the lives of these students regarding their return to the school context and the conditions that combine studies and work. We understand that this proposal tends to contribute significantly to schools by making it possible to identify who are the subjects of youth and adult education (EJA), contributing with data to feed the pedagogical proposals from the references developed in this academic work, in order to contribute with teachers to rethink their pedagogical practices in meeting the demands of this specific public. In the direction of understanding education as a right, this study allies itself with the broader struggles of the working class in order to understand the objective conditions that the working student of EJA has to complete his studies. [ABSTRACT FROM AUTHOR]

This article emphasizes a discussion aimed at understanding the difficulties that lead working students who attend public schools in the city, to make the decision to abandon the Brazilian federal program for adult and youth education, the EJA, to develop activities aimed at the agribusiness of Campos Lindos, in the State of Tocantins. The text brings an approach to the existing problems in the educational scenario, showing that the inadequate infrastructure of public schools in the municipality, as well as the planning of education in Campos Lindos without considering the social condition of students, especially young and adults, which does not allow good results to be obtained, both for teachers and for students. Some elements of representation of this context are in the low social indicators, such as the Human Development Index (HDI) and the Education Development Index (IDEB), highlighting in the analysis that young people and adults who abandon the EJA can cooperate to improve these indicators. The research has a quantitative and qualitative approach, with documentary analysis, semi-structured interviews as an instrument for data generation, and the use of thematic cartography. The theoretical support is structured, above all, from Minayo (2009), Sá-Silva, Almeida and Guindane (2009), Severino (2007), Martinelli (2009), Jolly (2004), Santos (2019), Prearo, Maraccini, and Romeiro (2014,), Jannuzzi (2002), Bourdieu (2007), Freire (2007), Romanelli (1986), Haddad (2017), Haddad and Di Pierro (2000). The data revealed that education has significant participation so that social indicators continue with low results. [ABSTRACT FROM AUTHOR]

The Stand of Science (SS) is a proposal for non-formal interventions of dialogical and critical communication of science. The purpose of this article is investigate the interactive processes within the scope of scientific outreach in non-formal educational spaces - in this case, the Stand of Science - between mediators and young and adult students deprived of their liberty. We observed the interactive process, during two SS presentations, between the mediators and the students of Youth and Adult Education (YAE) deprived of liberty using, for registration, board diary and photos. Two discussion groups were also promoted with the mediators. Based on the theory of Vigotski and Freire, we verified, in the analysis of the data, objective evidence that the activity of SS contributed in the mediators formation, who will become teachers, making them think about the specificities of working with the public of YAE. [ABSTRACT FROM AUTHOR]

This paper aims to reflect on the teaching of Spanish in high school classes of Young and Adult People Education (YAPE). The theoretical framework is based on documents of federal agencies and on works about the YAPE functions, its students' profile, the role of the teachers, the teaching of a foreign language and, in special, the teaching of Spanish. It is defended that problems such as the inadequacy of materials and of the approaches, that hinder the deconstruction of negative beliefs of YAPE students in learning a foreign language, are aggravated by the fact that these students come to school, in general, unsure about their ability to master new formal knowledge. In addition to the theoretical data, some pedagogical experiences of one of the authors of this study, as a Spanish teacher, in high school YAPE classes, where the contextualization of activities and the dialogue with students were preponderant factors for the implementation of a quality teaching-learning process, are related. Finally, based on the reflection about the results achieved with the reported activities, this study tries to prove the importance of teaching Spanish to increase not only the knowledge and self-esteem of young and adult learners, but also their social inclusion. [ABSTRACT FROM AUTHOR]

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.)

In this article, we investigate the history of female students of Young and Adult Education (EJA) in order to identify cases of emotional maltreatment due to their return to school after adulthood. Rescuing the history of Women's Education, relying on Gender Studies in a poststructuralist perspective of analysis - and as part of an international research about the subject of emotional maltreatment - we held a conversation with students of this course in a city in a metropolitan area of the state of Rio Grande do Sul. Through this practice, it was possible to understand how the decision to go back to the studies motivated family conflicts, especially in marriage, and the occurrence of emotional maltreatment both at home, with their family, and at work or with friends. [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]

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]