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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]

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 objective of this article is to know the academic productions published from the year 2014 in the dissertations and theses of CAPES (Coordination of Superior Level Staff Improvement) and BDTD (Brazilian Digital Library of Theses and Dissertations) that address the issue of teacher training from the perspective of teacher professional development to youth and adult education. With this State-of-the-Art survey, it was found that the 27 productions chosen treat teacher professional development as a continuous, unfinished process that encompasses different phases, and has the continuity stage as essential, because it contributes to the reflection between theory and practice, building the knowledge necessary for the development and appreciation of the singularities of young and adult students and to the recognition of the school space and the experiences that all those involved in the teaching and learning process experience as formative practices. [ABSTRACT FROM AUTHOR]

The general objective of the research was to understand the view of the students of the Pedagogy course, at the Federal Unive rsity of Alagoas, about the supervised internship at EJA. The specific objectives were to understand the role of the supervised internship at EJA in the training of students and to analyze, from the students' perspective, the practices experienced in the supervised internship at EJA in the Pedagogy course at UFAL. The methodological path of the research was based on a qualitative approach and exploratory research. The research participants were students from the Pedagogy course, at UFAL, campus A. C. Simões, enrolled in stages III and IV, in the 2020.2 semester. Data collection was performed through an online questionnaire. Data were analyzed using Content Analysis. As a result, it was possible to notice that the pedagogical praxis of supervised internships was based on action-reflection-action, reverberating in a significant action for the interns. [ABSTRACT FROM AUTHOR]

Youth and Adult Education (EJA) is formed, in its majority, by students excluded from the educational system. They seek an education that guarantees their right to learn how to learn. The Popular Community University (UPC) emerged to be this other educational offer. Through the symbolic experiences of the students and the community, the UPC sought to build an innovative project for the education of young people and adults from the outskirts of Cuiabá, in Mato Grosso. On this scenario, this article aims to address some of these experiences, through bibliographic research, official documents, conversation wheels and studies presented in the master's thesis of this author, developed in 2019 and 2020. The results indicated that the work with the students' life stories contributed to improve their learning, besides the elevation of self-esteem and criticality of this public. [ABSTRACT FROM AUTHOR]

Freirean assumptions show how the scientific knowledge proposed by schools should be associated with everyday knowledge. Thus, citizenship and scientific literacy must go together and are essential tools in the search for an education that includes human rights norms, present in the National Educational bases and Guidelines Law (Lei de Diretriz\es e Bases da Educação); transposing this view to Youth and Adult Education (Educação de Jovens e Adultos - EJA) is the challenge of this article, which analyzes present discourses in High School Biology textbooks, addressed to EJA students from the State of Rio de Janeiro. With the Critical Discourse Analysis, we verify whether the identificational meaning is present in the textbooks through the personal pronouns "you" and "we". The results indicate the speaker's attempt to show closeness to a student by using the pronoun "we" in the texts more frequently. There is still a lot to do when it comes to considering the student's experience in the content portrayed in these books. [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]

The intention is to enable reflection on the formation of the educator who will act in the Education of Youth and Adults (EJA) with a view to Education for diversity, multiculturalism and solidarity in the questions related to the educational processes, (re) schooling and teaching-learning of the so-called "Various collectives". There is no longer any way to deny the diversity present in the EJA schools. The question is to problematize from this multiculturality and from the knowledge that these students bring with them, as the school of EJA can make possible this construction of new knowledge, making possible to go "beyond", enabling a new "to be," to educate to make visible what is hidden, to educate for what is not yet, to educate to give voice and instead the multiple cultures and the diversities, to educate for the being as Paulo Freire proposed. Starting from this presupposition, a literary revision is carried out in the works of Freire, with a view to the singularity, solidarity, diversity and multiculturality present in the EJA. [ABSTRACT FROM AUTHOR]