Search

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]

The article presents spaces for dialogues and debates established around the theme of Youth and Adult Education (EJA) in the context of international and Brazilian events. The qualitative approach brings, as a basis for analysis, the preparatory and final documents of the International Conference on Adult Education (CONFINTEA) and the National Conference on Education (CONAE) that took place in Brazil in the first two decades of the 21st century. The results of the analysis present the focused claims for the education of young people and adults in a context in which the spaces for dialogues, debates and demands become important fields of struggle in the processes of participation and formulation of public policies of EJA. It is, therefore, crucial that the existence of these spaces move from the position of demanding the realization of the right to education to that of contributing to the planning, development and evaluation of EJA public policies. [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]

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]

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]

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]

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]

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]