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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 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]

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]

The main aim of the article is to emphasize indiscipline in the EJA modality among its causes and consequences. The theme brings with it a very enriching approach on how to observe and deal with these certain situations present in everyday school life. The EJA modality is a teaching proposal that caters to a very adverse audience, as they are students who, in one way or another, did not finish their studies at the right time. And indiscipline has been frequently explained in the teaching groups, but without any perspective of methodologies to get around this issue about teaching. The theoretical bases for the construction of the article are based on citations and arguments in theorists who are quite influential in the perspective addressed, coming to the meeting of authors such as FREIRE (2001), MATOS (2012), SANTOS (2012) among others, as well as truthful information in above the educational laws such as the LDB and CNE, in addition to statements of my authorship about everything studied through the research. The methodological process for the construction is based on an analytical study and critical observation about the content to be researched through qualitative research in a bibliographical study about the subject. The results presented around the article appear as possible answers and hypotheses to the problem presented, among its acquisitions, a new perspective of training for teachers with current problems in the classroom, as well as observing the different types of school indiscipline presented in the EJA modality. Upon completing the study, there is the opportunity to seek more information on the topic in order to further deepen the knowledge and transform it into methodologies for better teaching and learning in EJA. [ABSTRACT FROM AUTHOR]