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The permanent formation of the human being has been an issue of several debates in the field of education aiming at one´s interaction with society, which is characterized by sociocultural and linguistic diversity and by the permanent learning, no matter the age group. Considering that, the main idea of this study is to investigate how the reading and writing practices are being approached in the modality of Young and Adults Education. At the same time, the article has as its aim to understand the relevance of these practices in the formation of these students in the perspective of Permanent Education. As theoretical background, we highlight the researches of Freire (1982,1983), Antunes (2010) and Soares (2001,2003). For that, the methodology is built on the qualitative approach based on a case study and the analysis are specifically carried out in the district of Cascavel, situated in the West region of the state of Paraná. The results point out that the reading and writing practices assume a dimension of great importance in the formation and insertion of these subjects in society. [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]