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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]

This article emphasizes a discussion aimed at understanding the difficulties that lead working students who attend public schools in the city, to make the decision to abandon the Brazilian federal program for adult and youth education, the EJA, to develop activities aimed at the agribusiness of Campos Lindos, in the State of Tocantins. The text brings an approach to the existing problems in the educational scenario, showing that the inadequate infrastructure of public schools in the municipality, as well as the planning of education in Campos Lindos without considering the social condition of students, especially young and adults, which does not allow good results to be obtained, both for teachers and for students. Some elements of representation of this context are in the low social indicators, such as the Human Development Index (HDI) and the Education Development Index (IDEB), highlighting in the analysis that young people and adults who abandon the EJA can cooperate to improve these indicators. The research has a quantitative and qualitative approach, with documentary analysis, semi-structured interviews as an instrument for data generation, and the use of thematic cartography. The theoretical support is structured, above all, from Minayo (2009), Sá-Silva, Almeida and Guindane (2009), Severino (2007), Martinelli (2009), Jolly (2004), Santos (2019), Prearo, Maraccini, and Romeiro (2014,), Jannuzzi (2002), Bourdieu (2007), Freire (2007), Romanelli (1986), Haddad (2017), Haddad and Di Pierro (2000). The data revealed that education has significant participation so that social indicators continue with low results. [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 objective of this work is to present the investigation done on the process of return to adults' school, using their meaning of schooling, understanding the reasons why students have returned to school and the meaning that the school acquired in theirs adulthood. We observed the devaluation of education as a child and realization of how the abandonment of studies have affected their lives, personal and professional, in addition, it was observed that nowadays, education is essential to the job market. The same labor market that took children out of school to take care of themselves, now requires of workers a return to school, so that they can continue in production chain and overcome (at least wishfully) your current socioeconomic status. We noticed also the historical heritage of producing dropout, in which those who come from the poorer classes carry stigmas of a supposed cultural gap throw exclusion and prejudice. [ABSTRACT FROM AUTHOR]

The paradigm of inclusion, which just began to settle in the field of Brazilian education in late twentieth century and has been trying to consolidate in these first decades of the twenty-first, has posed several challenges to mathematics education. The identification, analysis and proposals for addressing those challenges have been object of research in Brazil, which has faced the impossibility of treating its questions and empirical material without considering the sociocultural tensions surrounding the mechanisms of exclusion and inclusion and the close relationship of the processes focused on those involving different uses of language and practices of reading and writing, in a society assumed graphocentric and quanticratic. [ABSTRACT FROM AUTHOR]

This article is the result of an supervised internship experience in History occurred between the years of 2013 and 2014 in a core of Education for Youngsters and Adults in Florianópolis. The intention of this assignment is to talk about the experience of working with the students of the core, the prostitution subject, aiming to deconstruct stereotypes, through the teaching of history. To understand this scenario, I seek to historicizing adult education in Brazil, while I intend to discuss the marginalized position of EJA cores towards the school and the society that surrounds it. [ABSTRACT FROM AUTHOR]

This article synthesizes some results of our research masters that investigated the thought of youth and adults students about the History and if they confer a practical sense for historical learning. In other words, we investigated the significance of historical knowledge to the students and to what extent the teaching History has influence on the formation of a critical and reflective thinking about themselves and the contemporany world. For this, we chose an approach consubstantiated in the Theory of History allied to the assumptions of Didactics of History. The fonts were interpreted from the students' answers to a set of questions about historical knowledge, which involved meaning, interest, satisfaction, trust, timeliness, experiences in the classroom and practical life. [ABSTRACT FROM AUTHOR]

The technical courses of Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte-IFRN are distributed in the modalities of integrated, subsequent and youth and adult education (YAE) courses, the last for the insertion of people who are far from school for many years and present some difficulties in the learning process. The present study has shown a report of experiences with young and adult people, under the perspective of approaching a situation which involves students in life cycles, and age times similar to the subjects of YAE classification, for these ones present a delay in the answers to the teaching in the classroom. Our goal here is to analyze the andragogical practice, in other words, the art of education targeted to adults, specifically related to the students of the technical course of Fishery resources. Through the application of a questionnaire, some results were obtained that could explain in a better way the reasons for that difficulty in the learning process. It shows us the need of thinking of teaching practices based on andragogy. [ABSTRACT FROM AUTHOR]

The Work of Teachers in an Incarceration Space. The present paper presents a research work that had as its problematics the needs for continuing education of the teachers acting in the Penitentiary Supplementary School, sited in Florianópolis city Penitentiary Complex. The research shows evidence that the needs for continuing education of the teachers under investigation are not only restricted to the way the incarceration spaces work, but also to broader questions related to specificities of the educators working in those spaces, to their methodologies, their understanding of the students, the relationship with employees of the penitentiary complex, and to the foundations of Education for Youngsters and Adults. [ABSTRACT FROM AUTHOR]

Results of INAF (2004) indicate that only 23% of the Brazilian young and adult population is capable of adopting and controlling a strategy of resolution of a problem to involve the execution of a series of operations. This work aims to investigate the causes of the difficulties faced by adults - enrolled in the Education Program for Youngsters and Adults (EJA), at a public school in the State of Paraná - the difficulties analyzed here concern the use of mathematical knowledge for the solution of problems. We are verifying the possible relationship of difficulties with the lack of knowledge on concepts and mathematical algorithms or whether, they originate in the incomprehension of the mother language used in the situation problems. We could verify that the possible causes are: teaching modality never received appropriate attention from competent authorities. The evaluation system and promotion as well as the low ages allowed by LDB 9394/96 for access to the program, have been signaling towards a growing identification between supplemental teaching and mechanisms of acceleration of the regular teaching, of educational proof. There is no concern for appropriation/knowledge construction. [ABSTRACT FROM AUTHOR]