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This text deals with the life trajectory of the educator Paulo Freire, explains his story, not only as a social man, as he is known, but as a human being and educator, based on a bibliographical review made around the story of his life, based on the studies by Sergio Haddad (2019); Moacir Gadotti (2004) and in Freire's own works. This study is part of a Professional Master's Degree in Education research, which investigates the students of a University education course that passed in their school trajectories through Educação de Jovens e Adultos - EJA (Youth and Adult Education). For this study to be carried out, the theoretical foundation of Paulo Freire's concepts was fundamental, which aroused our interest not only in understanding the concepts themselves, but also in knowing their story, getting closer to the life of this popular educator who was dedicated to excluded, oppressed and illiterate. [ABSTRACT FROM AUTHOR]

This study was aimed to investigate the profile and academic performance of adults in the literacy process. The lack of empirical data on adult students, mainly those returning to not regular old program, is present in both the international and national literature. The study was conducted with students participating in the Educação de Jovens e Adultos - EJA, in public schools in a city of São Paulo state, Brazil. Sixty seven students participated responding a questionnaire and an academic assessment. The questionnaire was composed by questions related to sex, age and reasons for leaving and returning to school. For analysis purposes, participants were divided into three groups according to age: group 1 (14-24 years old); group 2 (27 to 38 old) and group 3 (40 to 61 years old). For analysis process it was used descriptive and comparative statistics. The results showed that students, mostly discontinued studies due to work and returned to school in search of personal fulfillment. As the academic performance, students had low performance in writing and arithmetic and good performance in reading. [ABSTRACT FROM AUTHOR]

This article, result of a case study of ethnographic type, has as object the written modality of language in the scholar space of women participants of the Young and Adults Education Course -1st Segment of Florianópolis City Hall. The question that guides the study is "how are characterized the social uses of written language in the school space of adult women in process of alphabetization inserted in a graphocentric society?" Theoretically, this study is based on Street (2003 e 1984), Hamilton (2000), Kleiman (2007, 2001 e 2001 [1995]), Halté (2008 [1998]), among others. The results signalizes to school uses of written language with a dimension that is still a lot artificialized, restricted to the school space, with infantilization components or with approximations with common sense, rarefying the written language, yet having a movement in search for new configurations/approximations with the theoretical ideal of speech genres (BAKHTIN, 2003 [1952/53]) and a work still initial with the new technologies. [ABSTRACT FROM AUTHOR]