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Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 investigates the relevance of Youth and Adult Education (YAE) in contexts of deprivation of liberty, based on the perspective of popular education. Using a qualitative-quantitative approach, statistical data from the Brazilian prison system are analyzed to examine the role of YAE in educating individuals deprived of liberty. Although it promises to explore the relationship between prison EJA and popular education, the study reveals gaps in implementing of this connection. Constructive criticisms are discussed about the need for greater articulation between educational practices, flexible curricula, and interdisciplinary work to strengthen the impact of YAE in these communities. It is concluded that education in prisons is not limited to literacy, but also offers opportunities for the reconstruction of citizenship and social reintegration, standing out as a fundamental instrument to break cycles of exclusion and crime, thus advancing towards a society fairer and more inclusive. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 analysis of learning assessment aligned with the life projects of each individual aims to comprehend dialogical assessment in the context of emancipation and feedback in Biology teaching and learning in Adult Education. And as a problem: Is it feasible to develop evaluative practices from a dialogical, emancipatory perspective that allows for the feedback of the teaching-learning process in Adult Education, specifically in Biology? Grounded in critical pedagogy, focusing on Freire, and dialogical assessment by Romão, we methodologically structured a theoretical bibliographic-reflective study. Emphasizing Freirean pedagogy for social transformation, we highlight dialogical assessment as a facilitator of learning between educators and learners, emphasizing the connection between generative themes and Biology with personal experiences. The conclusion is that the dialogical approach, coupled with emancipation, has the potential to promote transformative and inclusive learning, emerging as an effective strategy in the feedback loop of Biology learning. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador 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 Linguagens, Educação e Sociedade (LES) is the property of Revista Linguagens, Educacao e Sociedade (LES) 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 Muiraquitã: Revista de Letras e Humanidades is the property of Muiraquita 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 2020, the world was taken aback by the emergence of the Covid-19 pandemic. Faced with the challenges arising from the health crisis, the Faculty of Education at the University of Brasília sought alternatives to continue the educational actions of an extension project in the area of youth and adult education (EJA). This article aims to understand, based on Freire's concepts of limit situations and untested feasibility, the meanings of the formation and practice of popular educators in 2021, faced with the challenges of remote teaching. The qualitative-based methodology used the action research and experience systematization methods, through interviews and questionnaires conducted with the educators involved in the project. The text dialogues with the contributions of Freire and authors in the area of EJA and teacher training. The article points out the challenges faced in the context of the pandemic, due to the deterioration of living and health conditions, as well as the precarious access to new technologies faced by learners and educators of the project. Furthermore, it shows that the support received by popular educators for the development of pedagogical activities was essential for them to continue persevering in their activities, even in such an uncertain time. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Nova Economia is the property of Nova Economia 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 article is part of the thesis, already completed, that discusses the inclusion of artisanal fishermen beneficiaries of the Unemployment Insurance Program for Artisanal Fishers (Programa Seguro Defeso Pescador/a Artesanal) (SDPA) in Youth and Adult Education (EJA). The object of investigation focuses on studies about this topic, seeking to verify the relationships between the schooling of these subjects and the Program. The research´s part focused on this study was the literature review related to works that explore productions that emphasize the relationship between the schooling of artisanal fishermen and SDPA. Its theoretical framework is studied on work and education, considering the subjects, their lives in fishing, and the cultural practices of the communities. Preliminary results indicate "gaps" in the studies related to the schooling of EJA students who live from fishing and who are SDPA beneficiaries. [ABSTRACT FROM AUTHOR]

EJA is a form of education aimed at people who did not complete Basic Education at the appropriate age. The objective of this work was to conduct a bibliographic research on the historical trajectory of EJA in Brazil, showing how it currently presents itself, in order to mobilize critical reflections on the educational practice of the teacher in the light of historicalcritical pedagogy. For this, we investigated the impacts of the invisibility of EJA in the BNCC and concluded that this contributes to the erasure of the right to education of the audience of this modality. Thus, it is necessary for the teacher to adopt significant and contextualized pedagogical practices that dialogue with the reality of students in this context. [ABSTRACT FROM AUTHOR]

Copyright of Educação em Revista is the property of Educacao em Revista 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 em Revista is the property of Educacao em Revista 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 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.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 focuses on the development of University Extension action carried out remotely, during the pandemic. The objective is to present elements for reflection on curricular practices in this period, highlighting the limits and possibilities of technological resources. As an object of reflection, the "Circles of Culture" were used, which sought to deepen concepts developed by Paulo Freire. In the field notebook records, in forms and minutes, we sought to identify elements for the development of this reflective production. We highlight as obstacles the existing social inequality in Brazil, which prevented the access of part of the population to digital resources. On the other hand, we highlight as a possibility the dialogue with subjects from different parts of the country, the sharing of experiences and materials. We consider that this remote action can be integrated as a complementary activity to in-person extension actions. [ABSTRACT FROM AUTHOR]

Copyright of Odeere is the property of Edicoes UESB 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 Linhas is the property of Universidade do Estado de Santa Catarina 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 Linhas is the property of Universidade do Estado de Santa Catarina 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 order to contribute to the quality of teaching in the Youth and Adult Education Modality (EJA), we developed curricular material as an educational product, which addresses the theme of proportionality. Our objective is to provide, through this training material, a dialogue with the teacher who teaches Mathematics at EJA about the axes of simple proportion and multiple proportion, in which this material communicates guidelines on the approach to proportionality at EJA, but that the teacher also have the possibility of modifying this resource in order to meet the needs of the context. In this material, the teacher will have access to explanations about the types of mathematical problems involving simple and multiple proportion, to student resolution strategies, having the opportunity to identify, analyze them and also learn about proposals for schemes used to solve situations- problem relating to the Conceptual Field of Multiplicative Structures, in light of the Theory of Conceptual Fields. The material allows the teacher to realize that the focus on teaching mathematics, from a conceptual perspective, should not be restricted only to the result of problem situations proposed in the school environment, but rather consider all the attitudes carried out at the time the student proceeds with the resolution of the situation. The educational product presented here is part of a larger research project, linked to the dissertation work of the Postgraduate Program in Teacher Training and Interdisciplinary Practices at the University of Pernambuco. [ABSTRACT FROM AUTHOR]

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]

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]

This study seeks to understand what has been researched, the main interpretations, thematic knowledge and the places occupied by the curricular component of Physical Education in the Youth and Adult Education (YAE). For that, the search was carried out in journals belonging to the area of Physical Education, with strata A2, B1 and B2. With this review, it is possible to understand that Physical Education in the YAE still follows a path where the thematized knowledge is related to a Sports-based Physical Education or based on physical fitness focused on health, proposals that do not seem to dialogue with the premises of YAE. However, we also point to recent experiences that point to reflection on the proposition of Physical Education in YAE and how it can contribute to the thematization of the realities experienced by YAE subjects, seeking to be guided by the struggle for dignity, emancipation and the repair of rights that have been given to them denied. [ABSTRACT FROM AUTHOR]

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]

The article presents the results of a research on teaching knowledge mobilized by Geography teachers who work in youth and adult education. The question to be answered was: What knowledge are mobilized by EJA teachers in High School for the evaluation of learning in Geography classes? The objective is to analyze the knowledge mobilized by a group of Geography teachers from the Bahia State Education Network to evaluate high school students in EJA. Data were collected through interviews with 05 teachers and categorized using content analysis. The conclusions indicate that the knowledge mobilized by Geography teachers goes beyond those specific to the discipline of Geography and permeates different dimensions of their experience and professional experience. [ABSTRACT FROM AUTHOR]

This study sought to discuss the relations of gender and sexuality in Youth and Adult Education - EJA from the curriculum practices, considering them important in the pedagogical process of students of this type of education, aiming to reflect on what In this way, the issues of subjectivity of sexual gender are problematized in the Youth and Adult Education curriculum, in a municipal public school, located in the Northern Piemonte Identity Territory of Itapicuru, in the State of Bahia. About methodological procedures, we opted for (auto)biographical narratives, as we understand that this research method favors the study in question, in the sense of enabling greater analysis capacity regarding the proposed objective. From the narratives it was possible to show that the issues of gender, sexuality and diversity need to be problematized within the school, so that it can be constituted as a space of respect for differences. [ABSTRACT FROM AUTHOR]

The article aims to contribute to the History of Youth and Adult Education in Mato Grosso do Sul based on the analysis of the reports of twelve mathematics teachers who work in that locality. The study discusses the events of this type of education as a movement that is composed in a non-linear way in constant transformation. The events analyzed come from four scenes from the experiences of twelve educators who work/worked at the EJA school. Methodologically, we adopted the theoretical-methodological framework of Oral History, and, with it, we presented the narratives through interviews. We architected the scenes, in the movement of analysis, as displacements presented by the teachers themselves, which portray the reality experienced in those territories and conceive the school as a spatiality of plural characteristics. We understand that, in EJA, schools are manufactured that can be adjectives of multiple schools, which are formed and transformed in the pedagogical work of teachers and in the training path of students who travel through classrooms, as well as other subjects who inhabit the school. [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.)

Copyright of Diversitas Journal is the property of Diversitas Journal 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 Linhas is the property of Universidade do Estado de Santa Catarina 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 Olhares: Revista Electronica do Departmento de Educacao da UNIFESP is the property of Universidade Federal de Sao Paulo, Departamento de Educacao 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.)

The present work deals with a relevant theme for the academic and social world, as it deals with Youth and Adult Education within the Prison System. Its main objective is to know, through the eyes of the teacher, what are the expectations of his detained student, regarding his educational future and life after prison. Theoretically, it is based on research already published on the internet, in books and magazines. Authors such as: Federal Constitution (1988), Assis (2007), Tavares & Menandro (2004), Criminal Execution Law (1976), Moreira (2007) and others, supported the reasoning of the work. With a qualitative method, a structured individual interview was carried out with two teachers of the Youth and Adult Education modality (EJA) working within the prison system of Salgueiro-PE. After analyzing the data, through the eyes of the teacher, it was mainly evident that most students live without any expectations related to their studies, considering that studying is no longer worth it and that the opportunity to conquer a future through education has already passed. For the teachers, the classes take place in the midst of mistrust in the environment and hampered by the lack of technological resources, which cannot be used inside the prison. It is concluded that, even with so many challenges faced by teachers and inmates, it is relevant to take education to an environment where most dreams are no longer pursued, but there are still those who intend to continue their studies and be re-socialized. [ABSTRACT FROM AUTHOR]

The article problematizes the enactment of the National Plan for the Completion of Primary and Secondary Studies in the province of La Pampa, Argentina. From a socio-political perspective, we analyze the jurisdictional strategy promoted by ministerial actors to sustain, within the framework of the national underfunding of politics, their schooling proposal. We propose that the precariousness that marks the FinEs Plan and its financing also produces the precarious, but more efficient conditions to make the right to education an act of provincial will that enables us to sustain the meaning of the Plan, but without the allocation of resources. [ABSTRACT FROM AUTHOR]

This article aims to survey the academic productions produced on the pedagogical practices carried out in Youth and Adult Education (EJA), from the use of Digital Information and Communication Technologies (TDICs). For this purpose, qualitative research was used, as it is concerned with the social reality of human beings and is dedicated to investigating meanings, motives, values and attitudes. For the search and selection of studies, the Digital Library of Theses and Dissertations (BDTD), from the repository of the Brazilian Institute of Information on Science and Technology (IBICT), the Theses and Dissertations Catalog of the Coordination for the Improvement of Personnel Higher Education (CAPES) and, finally, the platform of the Universidade do Planalto Catarinense (UNIPLAC). The productions carried out between the years 2010 and 2020 were considered. In a first survey, 4.082 works were found, but, from the refinements made in the descriptors: "Youth and Adult Education" AND "TDICs" only 06 dissertations remained. The low number of researches related to this theme and, above all, the need to produce investigations about this teaching modality stands out. [ABSTRACT FROM AUTHOR]

School dropout is one of the serious problems that plague education in Brazil. A proposal to rescue those who did not complete their studies on time and evaded the educational system is the Education of Youth and Adults - EJA. Although the EJA aims to rescue and insert illiterate adults in the educational process, it also suffers from school dropout. The research carried out shows that school dropout in the EJA is fueled by social, political, cultural and economic reasons. It can also be said that school dropout in EJA is built by factors internal and external to the school. Finding answers to reduce the levels of school dropout is a challenge that is difficult to solve, as the combination of factors makes this factor a complex problem. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador 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 Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional 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.)

We aim to report the experience of a Physical Education teacher, in remote teaching, with a visually impaired female student in Youth and Adult Education (EJA). We base this pedagogical intervention on the Freirean perspective, having as guiding principles: dialogue, inclusion, construction of a horizontal relationship between teacher and student, and life experiences. Synchronous moments were carried out, via WhatsApp, having the student's reality as a starting point for the construction of learning, critical and reflective awareness, through the knowledge of Physical Education through dialogic classes. Some difficulties were experienced, such as the lack of knowledge about educational technologies to mediate classes, the instability of the internet connection, the insecurity about remote teaching and the experience of body practices without the presence of the teacher. We conclude that there is a need for teacher training on educational technologies, in addition to the importance of inclusive, dialogic and problematizing methodologies. The choice of synchronous/asynchronous activities contributes to reducing the distance between teacher and student, enabling the construction of knowledge, through a dialogic pedagogical practice. The absence of structural, technological and pedagogical support, in the pandemic context, and the lack of continuing education on educational technologies reflected in the increase in educational inequalities. [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]

This article intends to address the contributions of the participatory methodology of the Systematization of Experiences for Youth and Adult Education, so that schools, professionals, researchers and managers who are involved with this teaching modality can learn from their practice and communicate it with other practices similar to theirs. It is a bibliographic approach to this methodology, which can serve as a fundamental element for the development of successful actions and the production of materials for youth and adults, taking into account their specific characteristics, thus allowing an articulation between theory and practice. From the analysis carried out, we understand that this methodological perspective allows participants to extract learning from their practice, theorizing it, and thus socializing the results obtained with other spaces, circulating the acquired knowledge and contributing to other pedagogical practices. [ABSTRACT FROM AUTHOR]

The main theme of this article was to investigate the teaching and use of Digital Information and Communication Technologies (TDIC) in Youth and Adult Education (EJA) in a public school. According to the studies carried out, the objective of this article was to define the use of TDIC and its learning possibilities with students from EJA. To this end, the research presented a literature review on education, the profile of students in the EJA modality and TDIC in the school context. The methodology was based on a qualitative approach based on field research and intervention research. The data collection technique was the use of a questionnaire with open questions. We conclude that there is a need for the inclusion of TDIC in the curriculum of EJA, focusing on digital literacy in order to guarantee students a transformative, liberating and critical. e other. [ABSTRACT FROM AUTHOR]