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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 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 Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em 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.)

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.)

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 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]

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.)

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]

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.)

Sharing a research experience can mean a dialogical, reflective, and cooperative proposition. The present text intends this instigation, aiming at the joint work in the paths of the investigation, in any educational space, with educators who are interested in a methodological path based on a construction supported by Freire's thought and action. It consists of a report and a reflection from an applied research with a qualitative approach, referenced in the epistemological bases of action research, in a methodological proposal experienced in Circles of Culture. This is a study aimed at the collective construction of planetary citizenship, carried out at MPEJA -- Master's degree program in Youth and Adults Education, at UNEB- Universidade do Estado da Bahia, at Padre Confa County School, in Salvador-Bahia. This text begins with the problematization that gave rise to the research presented, followed by the description and analysis of the methodological paths followed, the subjects, and the locus of the research. It substantiates the centrality of Circles of Culture in the investigation trajectory, dialoguing and reflecting on the collected data. It concludes that there is an urgent need for further research in Youth and Adult Education, and for the reaffirmation of Circles of Culture, as a methodological practice for the development of awareness, in the Freirean perspective, and the sharing of a proposition of democratic, critical, and reflexive mediation, structured in dialogue. [ABSTRACT FROM AUTHOR]

Youth and adult education (EJA) is a teaching method that brings stories and struggles of students full of details, desires apprehensions, hopes. These stories and struggles, in 2020, were interrupted by a pandemic that added other concerns to students. This article presents this debate and emphasize how the teaching-learning process at EJA took place in Brazil amid the challenges posed for non-classroom classes. It’s shown here part from a research developed in five municipalities in the state of Goiás in 2020. In this case, it refers to the monitoring of an EJA student in a federal public school in Jataí-GO. The follow up was made in the Mathematics discipline, started with an interview, in February, before the start of the pandemic. With the suspension of the classroom activities, the research was re-dimensioned and, in addition to monitoring the student in the discipline, it was decided to also check the difficulties related to remote teaching. Qualitative research was developed. The data collection was made through a questionnaire with structured questions and interviews with semi-structured questions, firstly in person and then by phone. All interviews were recorded and then transcribed. It was observed that the difficulties of students in Mathematics were enhanced by remote education. Also observed that in the researched school students had financial assistance to subsidize access to the internet and loan equipments for use and access to remote classes, which was fundamental for the learning of the researched student. [ABSTRACT FROM AUTHOR]

This study presents the movement and offer of Youth and Adult Education (EJA) policy integrated with Professional and Technological Education (EPT) in the Federal Network of Professional and Technological Education, in the Brazilian context, from its institution to the present day. Three distinct movements were analyzed: ascension, stagnation and silencing, producing data through documentary analysis, and, as a systematization, this text was elaborated, with the dialectical analysis as its theoretical-methodological orientation. It was assumed that the EJA EPT policy, built in this space-time as a context of “dialectic of disputes”, now advances and expands the offer, allowing access to the excluded strata of society, it now goes backwards to meet the interests of Capital. Thus, in addition to analyzing the supply and growth of the Federal Network, there was also the influence of the National Program for Access to Technical Education and Employment - PRONATEC, which started to be offered as of 2011, in the EJA EPT policy. The results point out the difficulty of maintaining the integral formation in EJA EPT, considering the neoliberal characteristics in course. [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.)

This article aims to discuss the construction of social people, of citizen formation within Adult Education, in a case study with students from the State College Professor Nelson Barros and State College Batista Neves both in Salvador city. It is a qualitative research that target at analyze together with the Vygotskian perspectives and the contributions of authors such as Bakhtin, Freire and Santos of how the Adult Education impacts on these people's life stories and on their social construction. The results of this study demonstrated that even though Adult Education performs the action of repairing the education law for all, pedagogical practices do not obtain equitable results in schools, providing students with access to information, but not promoting among citizenship as praxis. [ABSTRACT FROM AUTHOR]

Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em 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.)

The text aimed to understand the limits and the training possibilities enhanced by democratic management in the context of prison education. With a qualitative approach, based on the multiple case study method, the investigation included as a technique for collecting information: document analysis and interviews with two school administrators from a Youth and Adult Education Center (CEJA) and three administrative managers from prison units that offer Youth and Adult Education (EJA) classes in the municipalities of Capistrano, Ocara and Pacoti, in the Maciço de Baturité-CE. The interviews revealed the search for a shared work between the school management of CEJA and the administrative management of prison units in actions aimed at education in the prison context, but also some obstacles, such as the lack of structural and human resources. The data set revealed the potential of democratic management, triggering the collaboration of the diverse involved with the pedagogical work in order to enable a quality education for the Private Person of Liberty (PPL), understanding it as a human being capable of learning, reinvent itself and rewrite a new life story, with socio-professional reintegration. It is concluded that the concept of democratic management articulated to the principles of collaboration between school management and administrative management favors the realization of a re-socializing formation. The survey also showed a lack of public policies that effectively ensure the provision of education in prison in order to guarantee prison well-being and social reintegration. [ABSTRACT FROM AUTHOR]

Copyright of Olhar de Professor is the property of Olhar de Professor 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.)

EJA Interventiva is an interface between Youth and Adult Education and Special Education developed in the Federal District to assist students with intellectual disabilities and autism in an age-grade lag. This article presents a research of qualitative approach in the modality of Case Study that aims to analyze from the perspective of inclusion this project that became Curricular Guideline. The results revealed that EJA Interventiva presents itself as a successful inclusive project by enabling access and permanence in education, the continuation of schooling and the social insertion of students with intellectual disabilities and autism, serving the reparative, equalizing and qualifying purposes placed for Youth and Adult Education. It is evidenced that inclusive educational projects articulated and developed with the school community can guide normative acts. It is pointed out that for the advancement of the ongoing experience and inclusive education, the substitutive possibility of the traditional curriculum weighs with standardized spaces and times, signaling the importance of thinking about curricular proposals built on new bases, open to diversity. [ABSTRACT FROM AUTHOR]

This paper seeks to introduce a reflection on the Escuela Sindical Bancaria, a union school founded by the Banking Association of Mendoza, which was the first Secondary Education Center opened in the province, in agreement with the National Direction of Adult Education (DINEA). We start with a brief history of the school and then focus on the construction of the Social Sciences Area, analyzing the bibliography used at the time and the specific mediations applied by the teachers in their classes. We conclude that trade union participation had a leading role in the school's opening process and in the construction of its political significance. Regarding academic content, official guidelines for the Social Sciences Area were not followed, as a unique construction was developed. The research design was sociohistorical, based on oral and documentary sources. [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.)

The article analyses the propositions of reading practices in the Portuguese language textbook for the Education of Youth and Adults in High School, revealing the perspective, or not, of reading as polymorphic cultural learning. In the context of literate culture, the right of all citizens, language and learning are fundamental for the development of the individual. The corpus of analysis were the textual genders, the referrals for reading and the proposals for understanding these genders. The results of the analysis point to the predominant presence of literary genres in the Textbook (LD), and that the perspective of reading as a polymorphic cultural learning, in the set of reading practices proposed in LD, can still be observed timidly in the units analyzed. The investigation showed that the texts addressed in high school in the school, from the suggestions of the LD, in most cases, do not allow literacy practices in which young people can engage and bring their interests to the reading and writing activities proposed in the classroom. [ABSTRACT FROM AUTHOR]

The general objective of this study is to analyze teachers' conceptions about school inclusion and their implications for pedagogical practice with the target audience of special education, in the context of Youth and Adult Education, and the specific objectives are to describe Youth and Adult Education teachers' conceptions and to characterize the organization and teaching performance with a special education student. Data collection was carried out in a municipal school in the interior of São Paulo State, using observation, questionnaire and interview with six teachers working in a classroom with the enrollment of a student with autism. The results indicate that, although they consider inclusion valid, teachers do not position themselves as subjects involved in the process. Training needs and difficulties related to interaction are indicated. It is considered relevant to carry out studies that include other aspects related to the teachers' in Education of Young People and Addicts with the special education target audience, covering the articulation of the special education teacher and the possibility of collaboration between these teachers. [ABSTRACT FROM AUTHOR]

The training of teachers for the Youth and Adult Education has been the subject of discussion in the most diverse instances. In this perspective, it is evident the need to understand, first and foremost, how this process has taken place in the educational context, above all by the formation of Geography teachers for this modality of teaching. This article aims to discuss and present conceptions and perceptions about the formation in Geography for Youth and Adult Education, and their implications in the pedagogical practices directed to this modality of teaching. From the research carried out in the Master's course, some concerns arise, where, in addition to other issues, the existence of "rites of passage", characterized by the process of becoming, for many different reasons, teacher of the Youth and Adult Education and its developments in pedagogical practice in Geography. It is understood that the present proposal is considered, methodologically bibliographical, from a qualitative approach. Thus, we highlight that, despite the existence of these rites of passage, in addition to the most diverse characteristics that compose them, we also highlight the permanence and development of pedagogical practices that do not meet the specificities of teaching and learning Geography in Youth and Adult Education. We also point out the necessity for a more focused look at the youth and adult education modality in geography undergraduate courses, aiming at a greater articulation and integration between the demands of students and the performance of the geography teacher in that modality. [ABSTRACT FROM AUTHOR]

This paper intends to present a brief analysis on how masculinities are represented in the Youth and Adult Education textbook. Bibliographical research allowed the understanding that masculinity is characterized as social practices that define the patterns of male behaviors. Furthermore, it was possible to understand that hegemonic masculinity is the pattern one, which is at the top of the relations between the individuals and exerts coercion on others masculinities. Data collection was based on the choice of a textbook adopted in the municipal schools of Rio Claro, in the interior of São Paulo State, from which images representing men and women in diversified activities were extracted. These images were categorized in order to base and enable the analysis of the data obtained. It was noticed that the textbook was produced from logical-formal aspects, highlighting the empirical character of traditional pedagogy and that, consequently, reproduces the values of a hegemonic masculinity. It was also concluded that school practices, as well as resources, need to adopt actions that encourage/motivatethe production of theoretical thinking, enabling the formation of an individual capable of knowing, reflecting and acting on his reality. [ABSTRACT FROM AUTHOR]

Copyright of Org & Demo is the property of Revista ORG & DEMO 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.)

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 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 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 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]

The study aims to present students' perception of the modality of Youth and Adults Education through interdisciplinary practices of education in health and environment. This is a study of qualitative approach and ethnographic inspiration. Interdisciplinary practices and interviews with students were carried out. The learning about the proposed subjects, through interdisciplinary practice, contributed to the acquisition of knowledge, as this practice also contemplates their previous knowledge. Interdisciplinarity considered, together with the proposed themes, was perceived as an innovative methodology that allows a critical look at changes in the student's posture regarding health and the environment. [ABSTRACT FROM AUTHOR]

The article analyzes the meanings attributed to initial training in youth and adult education (EJA), developed for university students at the Faculty of Education of UnB. Basedon the concept of Communities of Practice, the contributions of popular education and the historical-cultural perspective, the text reconstructs this experience through the analysis of logbooks and reports prepared by undergraduate students from 2013 to 2016 in the disciplines Project 3 and 4, components of the Pedagogy curriculum. The contact with the students of the EJA and the reflection in and on the educational practice forges in the graduating a sensitivity / commitment in relation to this reality, through the action research, the experience and the development of a pedagogical practice based on the sensitive listening and dialogue. [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 Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia 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.)

Based on the thinking of Antonio Gramsci, this article aims to reflect the economic, political and social role of the Youth and Adult Education (EJA) in the context of flexibilization in Brazil, a product of the transformations that occurred in the world of the production and of the work in the last decades. For that, it discusses the ethical and political direction of the EJA in the context of the dual structure of the teaching and of the Brazilian education reform, that happened in the government of Fernando Henrique Cardoso, for soon afterwards, and opposing this proposal, to present the conception of EJA in the perspective of the human formation, integral and beyond of the interests of the market and the capital. These are reflections based on data from the survey conducted on 2017, wich counted on the 8 teachers' participation and 67 students from two schools belonging to the Youth and Adult Education Program of the the municipal network of Rio de Janeiro. [ABSTRACT FROM AUTHOR]

The international literature points out several organizational forms of Special Education services around the world. The present study aimed to analyze the educational legislation of Brazil and Mozambique regarding the schooling of young people and adults with disabilities. It is a documentary research carried out in the devices that consubstantiate the policies of special education in Portuguesespeaking countries. The search for documents took place on the websites of the Ministry of Education in the respective countries or equivalent. The social and educational indicators that supported the study were consulted on the website of Statistics of the Community of Portuguese Speaking Countries (CPLP), published by the National Statistical Institute (INE), for the year 2012. The Protocol of Documentary Analysis: educational legislation of Portuguese-speaking countries for data collection. During documentary analysis, it was observed that special education and the education of young adults are observed in the countries' legislation as a school education modality. In some countries, the explicit way of Special Education becomes clearer as it transverse the items and modalities that integrate the different educational systems. [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 Roteiro is the property of Roteiro 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.)

RESUMOA Educação é um direito fundamental garantido pela Constituição Federal de 1988 que assegura o pleno desenvolvimento de todos os indivíduos tanto no âmbito social quanto no profissional. Nos ambientes prisionais, a Educação de Jovens e Adultos (EJA), em associação com a prática do trabalho, tornam-se mecanismos norteadores para a futura reinserção das atuais detentas na sociedade. Pesquisar o ensino de Geografia nesse ambiente foi uma experiência ímpar na disciplina Estágio Supervisionado do curso de Geografia na UFS. Este artigo versa sobre um projeto desenvolvido em uma unidade prisional feminina do Estado de Sergipe, com o objetivo de contribuir para a formação das mulheres reclusas fundamentado em atividades lúdicas a partir do uso das categorias geográficas: espaço, trabalho e gênero, com atividades relacionadas a futura reinserção do público alvo na sociedade. Como procedimentos metodológicos, foi realizado levantamentos bibliográficos das obras pertinentes ao Ensino de Geografia, a EJA nos estabelecimentos prisionais; visitas de reconhecimento, aproximação e aplicação de oficinas à unidade prisional, ultrapassando os limites da sala de aula formal. Como resultados, ressaltamos a adesão das mulheres internas, o apoio e o acompanhamento da professora regente e da coordenação pedagógica institucional no desenvolvimento do projeto. Realçamos a importância da ação educativa para o público privado de liberdade, a partir do ensino de Geografia que realce os conhecimentos geográficos e sua aplicabilidade na vida, o desenvolvimento de habilidades e a possibilidade de elevação da autoestima com vistas à reinserção social. Palavras-chave: Ensino de Geografia; Trabalho e Gênero; Educação de Jovens e Adultos; PREFEM. THE GEOGRAPHY EDUCATION BEYOND THE WALLS OF SCHOOLS: experiences experienced in PREFEM-Sergipe ABSTRACTEducation is a fundamental right guaranteed by the Federal Constitution of 1988 that ensures the full development of all individuals both within social and professional. In prison settings, youth and adult education, in association with the practice work, become the guiding mechanisms for future re-integration of the society. Search the geography education beyond the walls of the school was a unique experience in the discipline of Geography course supervised internship in UFS. This project emerged as a need to discuss how the teaching of Geography in seclusion, with the objective of contributing to the understanding of the geographical space, job categories and genre. As methodological procedures, we started with a bibliographical survey of works relevant to the teaching of geography, EJA in prisons; visits of recognition. It was intended to, with this project, overcoming the limits of formal classroom in addition to bring the University to the spaces of reclusion. As a result, we emphasize the importance of the accession of the internal support and monitoring of teacher and educational institutional coordination Regent. In addition, we emphasize the importance of the educational activity to private audiences of freedom, with a geography education that enhances the knowledge of geography and its applicability in life, the development of skills and the possibility of elevation of self-esteem with a view to social reintegration. Keywords: Teaching Geography; Work and Gender; Adult and Youth Education; PREFEM. EL ENSEÑO DE GEOGRAFÍA MÁS ALLÁ DE LAS PAREDES DE ESCUELAS: experiencias vividas en PREFEM-Sergipe RESUMENLa educación es un derecho fundamental garantizado por la Constitución de 1988 que asegura el pleno desarrollo de todas las personas, tanto en el ámbito social como profesional. Dentro de las prisiones, la Educación de Jovenes y Adultos en asociación con la práctica del trabajo, convertirse en mecanismos para la futura reintegración en la sociedad. Buscar el enseño de la geografía más allá de las paredes de la escuela fue una experiencia única en la disciplina prácticas supervisadas do curso de formación de Geografía de la UFS. Este artículo se discute sobre un proyecto desarrollado en una unidad de cárcel de mujeres del Estado de Sergipe, con el fin de contribuir a la formación de las mujeres presas motivadas por las actividades de juego de la utilización de categorías geográficas: espacio, trabajo y género con actividades relacionadas a la futura reinserción del grupo objetivo en la sociedad. Como procedimientos metodológicos, comenzamos con una revisión bibliográfica de las obras correspondientes al Enseño de la Geografía, la Pedagogía, la EJA en los establecimientos penitenciarios; visitas de reconocimiento. El objetivo con este proyecto, más allá de los límites del aula formal, así como llevar la Universidad a los espacios de la prisión. Como resultado de ello subrayamos la importancia de la adhesión de las internas, el apoyo y la supervisión de profesor y director de la coordinación pedagógica institucional. Además, destacamos la importancia de las actividades educativas de la audiencia privada de la libertad, con un enseño de geografía que potencia el conocimiento geográfico y su aplicación en la vida, el desarrollo de habilidades y la capacidad de aumentar la autoestima, con miras a la reinserción social. Palabras clave: Enseño de Geografía; Trabajo y Género; Educación de Jovenes y Adultos, PREFEM.RESUMO A Educação é um direito fundamental garantido pela Constituição Federal de 1988 que assegura o pleno desenvolvimento de todos os indivíduos tanto no âmbito social quanto no profissional. Nos ambientes prisionais, a Educação de Jovens e Adultos (EJA), em associação com a prática do trabalho, tornam-se mecanismos norteadores para a futura reinserção das atuais detentas[1] na sociedade. Pesquisar o ensino de Geografia nesse ambiente foi uma experiência ímpar na disciplina Estágio Supervisionado do curso de Geografia na UFS. Este artigo versa sobre um projeto desenvolvido em uma unidade prisional feminina do Estado de Sergipe, com o objetivo de contribuir para a formação das mulheres reclusas fundamentado em atividades lúdicas a partir do uso das categorias geográficas: espaço, trabalho e gênero, com atividades relacionadas a futura reinserção do público alvo na sociedade. Como procedimentos metodológicos, foi realizado levantamentos bibliográficos das obras pertinentes ao Ensino de Geografia, a EJA nos estabelecimentos prisionais; visitas de reconhecimento, aproximação e aplicação de oficinas à unidade prisional, ultrapassando os limites da sala de aula formal. Como resultados, ressaltamos a adesão das mulheres internas, o apoio e o acompanhamento da professora regente e da coordenação pedagógica institucional no desenvolvimento do projeto. Realçamos a importância da ação educativa para o público privado de liberdade, a partir do ensino de Geografia que realce os conhecimentos geográficos e sua aplicabilidade na vida, o desenvolvimento de habilidades e a possibilidade de elevação da autoestima com vistas à reinserção social. Palavras-chave: Ensino de Geografia; Trabalho e Gênero; Educação de Jovens e Adultos; PREFEM. THE GEOGRAPHY EDUCATION BEYOND THE WALLS OF SCHOOLS: Experiences experienced in PREFEM-Sergipe ABSTRACT Education is a fundamental right guaranteed by the Federal Constitution of 1988 that ensures the full development of all individuals both within social and professional. In prison settings, youth and adult education, in association with the practice work, become the guiding mechanisms for future re-integration of the society. Search the geography education beyond the walls of the school was a unique experience in the discipline of Geography course supervised internship in UFS. This project emerged as a need to discuss how the teaching of Geography in seclusion, with the objective of contributing to the understanding of the geographical space, job categories and genre. As methodological procedures, we started with a bibliographical survey of works relevant to the teaching of geography, EJA in prisons; visits of recognition. It was intended to, with this project, overcoming the limits of formal classroom in addition to bring the University to the spaces of reclusion. As a result, we emphasize the importance of the accession of the internal support and monitoring of teacher and educational institutional coordination Regent. In addition, we emphasize the importance of the educational activity to private audiences of freedom, with a geography education that enhances the knowledge of geography and its applicability in life, the development of skills and the possibility of elevation of self-esteem with a view to social reintegration. Keywords: Teaching Geography; Work and Gender; Adult and Youth Education; PREFEM. EL ENSEÑO DE GEOGRAFÍA MÁS ALLÁ DE LAS PAREDES DE ESCUELAS: Experiencias vividas en PREFEM-Sergipe RESUMEN La educación es un derecho fundamental garantizado por la Constitución de 1988 que asegura el pleno desarrollo de todas las personas, tanto en el ámbito social como profesional. Dentro de las prisiones, la Educación de Jovenes y Adultos en asociación con la práctica del trabajo, convertirse en mecanismos para la futura reintegración en la sociedad. Buscar el enseño de la geografía más allá de las paredes de la escuela fue una experiencia única en la disciplina prácticas supervisadas do curso de formación de Geografía de la UFS. Este artículo se discute sobre un proyecto desarrollado en una unidad de cárcel de mujeres del Estado de Sergipe, con el fin de contribuir a la formación de las mujeres presas motivadas por las actividades de juego de la utilización de categorías geográficas: espacio, trabajo y género con actividades relacionadas a la futura reinserción del grupo objetivo en la sociedad. Como procedimientos metodológicos, comenzamos con una revisión bibliográfica de las obras correspondientes al Enseño de la Geografía, la Pedagogía, la EJA en los establecimientos penitenciarios; visitas de reconocimiento. El objetivo con este proyecto, más allá de los límites del aula formal, así como llevar la Universidad a los espacios de la prisión. Como resultado de ello subrayamos la importancia de la adhesión de las internas, el apoyo y la supervisión de profesor y director de la coordinación pedagógica institucional. Además, destacamos la importancia de las actividades educativas de la audiencia privada de la libertad, con un enseño de geografía que potencia el conocimiento geográfico y su aplicación en la vida, el desarrollo de habilidades y la capacidad de aumentar la autoestima, con miras a la reinserción social. Palabras clave: Enseño de Geografía; Trabajo y Género; Educación de Jovenes y Adultos, PREFEM. [1]Neste trabalho, utilizamos como sinônimo as denominações detentas, reclusas, internas e presas.