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In Brazil, there have already been several attempts to eradicate illiteracy among young people and adults through many programs, one of them being very significant, the Brazilian Movement of Literacy - MOBRAL. It was a Program that managed to expand even in the most distant cities of the interior of Brazil. Aware of this reality, the general objective of the work is to situate the political, economic and educational context of the State of Ceará at the time MOBRAL was implemented. It also aims to present popular education movements that occurred before the Military Coup, and also what was happening in the context of Ceará through reports from educators. The qualitative study was theoretically supported by authors such as Paiva (1981), Jannuzzi (1987), Farias (2009) and Gomes (2012). It was used as a source of data collection, interviews done by NUDOC / UFC, with people who worked in the State Education Department. The analysis of the data points to changes in the way education was being conducted in the State at the moment when the dictatorship settles in the Country. The work that was done by these educators had to be interrupted by the fact that their ideas confronted with the ideology of the military. [ABSTRACT FROM AUTHOR]

This article aims to analyze the experience in the creation of two classes of youth and adult education within the Recyclable Material Collectors Association (ACMR in Portuguese), located in Florianópolis/SC, over the years 2018 and 2019. The author was one of the teachers working at the site and, in addition to personal reports, this text drew on the dissertation by Gabriela Couto (2020), the main academic work about the institution, which includes statements from collectors-students about the classes. Here, the specific context of ACMR is related to the socioeconomic characteristics of professionals involved in the collection of recyclable materials in the country, in order to learn about the particularities of this highly stigmatized profession. Thus, we seek to reflect on the importance of youth and adult education modality for the category of collectors and, specifically, for the workers of ACMR. [ABSTRACT FROM AUTHOR]

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 article addresses the results of a master's research conducted during the implementation of the Program "ProJovem Campo Saberes da Terra (PJC-ST)" in the state of ES, aimed at the schooling of peasants, with Social and Professional Qualification (QSP) in the Adult and Youth Education (EJA) modality. It aims to make explicit the challenges posed to the professional development process in the countryside, in the practices of Professional Education. The theoretical background is based on the contributions of popular education, the fundamentals and principles of agroecology and the work as an educational principle for the exercise of curricular integration. The methodology of systematization is assumed as a way of revisiting the practice and analyzing it critically. The results indicate contributions to EJA's public policy, having the dialogue of knowledge, pedagogic alternation and QSP practices as integrating elements of the curriculum. [ABSTRACT FROM AUTHOR]

In this article, we analyze the contributions of Freire thinking for the instruction of women in the in the education for young people and adults program (eja) , specifically regarding an awareness of their own working experiences. We present some reflections drawn from an ethnographic study done in two public schools of Belo Horizonte, Minas Gerais. The results show that the experiences of these women, including the subjects of this study, are of precarious working conditions. Therefore, the young and adult education environment is the only space that allows a reflection upon these experiences in order to understand the social relations that constitute human labor. A better understanding of these problems can contribute for these women workers to stop blaming themselves for the precarious conditions in which they have lived so far, and to stop feeling guilty for not having finished their basic education. [ABSTRACT FROM AUTHOR]

This work is configured as clipping a master’s research, conducted in the course of degree in Biological Sciences – Night, of the Federal University of Goiás. The general research aimed to understand the limits and possibilities of dialogue as a strategy in the training of biology teachers to work in adult education. In this cut it was aimed to contemplate the specific purpose of monitoring implementation stage of discipline, observing the dialogue as a possible strategy, focusing on listening skills category. Data were transcribed and analyzed from the discursive textual analysis. We believe that the inclusion of dialogue as a strategy in the initial formation allows a departure from the educational model presented in teacher education of Biological Sciences. [ABSTRACT FROM AUTHOR]

The Youth and Adult Education (YAE) is an educational modality planned for people socially and culturally excluded, which has, in most cases, learning problems, high dropping out and grade repetition. The objective of this research was to point out the current challenges in the YAE associated to the Chemistry education, considered, by many, abstract and subjective, and then, to develop and apply didactic tools in order to facilitate the process of teaching and learning. In this context, the data were analyzed in a qualitative and quantitative methodology integrated to the reality of the learners to promote a meaningful learning. Results showed a positive impact on student learning, that through a qualitative diagnostic and process evaluation, it was possible to verify the improvement. [ABSTRACT FROM AUTHOR]