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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Linguagens, Educação e Sociedade (LES) is the property of Revista Linguagens, Educacao e Sociedade (LES) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Scientiae (1517-4492) is the property of Acta Scientiae and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper focuses on the development of University Extension action carried out remotely, during the pandemic. The objective is to present elements for reflection on curricular practices in this period, highlighting the limits and possibilities of technological resources. As an object of reflection, the "Circles of Culture" were used, which sought to deepen concepts developed by Paulo Freire. In the field notebook records, in forms and minutes, we sought to identify elements for the development of this reflective production. We highlight as obstacles the existing social inequality in Brazil, which prevented the access of part of the population to digital resources. On the other hand, we highlight as a possibility the dialogue with subjects from different parts of the country, the sharing of experiences and materials. We consider that this remote action can be integrated as a complementary activity to in-person extension actions. [ABSTRACT FROM AUTHOR]

Copyright of Odeere is the property of Edicoes UESB and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Linhas is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Linhas is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Linhas is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aimed to analyze the didactic strategies used by teachers of Youth and Adult Education of three public schools in Alagoas to improve the teaching-learning process. The EJA for many years has been considered an educational subsystem, a poor education for the poor, but there is recognition in recent years of the transformative role it can generate in the lives of people who were excluded from the traditional education system for work reasons, pregnancy, school failure or voluntary dropout. There are also economic reasons that establish the importance of this type of education, being considered as a workforce that must be qualified to enter the increasingly competitive labor market. From a qualitative approach and case study method, research was developed by obtaining data from three focus groups with students and semi-structured interviews with teachers. The data were treated through the content analysis proposed by Bardin (2011). In the speeches arose the dialogic positions of teachers and students object of this research, who demonstrated the importance of the relationship of dialogue and respect between teachers and students of the EJA, highlighting that there are didactic strategies that favor learning, such as practical work and group. However, there is a criticism of the EJA that presents some mechanical processes of nonsense and merely reproductive teaching that do not favor the acquisition of higher thinking skills, such as reflection and analysis of the student's social reality. [ABSTRACT FROM AUTHOR]

The article presents the results of a research on teaching knowledge mobilized by Geography teachers who work in youth and adult education. The question to be answered was: What knowledge are mobilized by EJA teachers in High School for the evaluation of learning in Geography classes? The objective is to analyze the knowledge mobilized by a group of Geography teachers from the Bahia State Education Network to evaluate high school students in EJA. Data were collected through interviews with 05 teachers and categorized using content analysis. The conclusions indicate that the knowledge mobilized by Geography teachers goes beyond those specific to the discipline of Geography and permeates different dimensions of their experience and professional experience. [ABSTRACT FROM AUTHOR]

This study sought to discuss the relations of gender and sexuality in Youth and Adult Education - EJA from the curriculum practices, considering them important in the pedagogical process of students of this type of education, aiming to reflect on what In this way, the issues of subjectivity of sexual gender are problematized in the Youth and Adult Education curriculum, in a municipal public school, located in the Northern Piemonte Identity Territory of Itapicuru, in the State of Bahia. About methodological procedures, we opted for (auto)biographical narratives, as we understand that this research method favors the study in question, in the sense of enabling greater analysis capacity regarding the proposed objective. From the narratives it was possible to show that the issues of gender, sexuality and diversity need to be problematized within the school, so that it can be constituted as a space of respect for differences. [ABSTRACT FROM AUTHOR]

In order to contribute to the quality of teaching in the Youth and Adult Education Modality (EJA), we developed curricular material as an educational product, which addresses the theme of proportionality. Our objective is to provide, through this training material, a dialogue with the teacher who teaches Mathematics at EJA about the axes of simple proportion and multiple proportion, in which this material communicates guidelines on the approach to proportionality at EJA, but that the teacher also have the possibility of modifying this resource in order to meet the needs of the context. In this material, the teacher will have access to explanations about the types of mathematical problems involving simple and multiple proportion, to student resolution strategies, having the opportunity to identify, analyze them and also learn about proposals for schemes used to solve situations- problem relating to the Conceptual Field of Multiplicative Structures, in light of the Theory of Conceptual Fields. The material allows the teacher to realize that the focus on teaching mathematics, from a conceptual perspective, should not be restricted only to the result of problem situations proposed in the school environment, but rather consider all the attitudes carried out at the time the student proceeds with the resolution of the situation. The educational product presented here is part of a larger research project, linked to the dissertation work of the Postgraduate Program in Teacher Training and Interdisciplinary Practices at the University of Pernambuco. [ABSTRACT FROM AUTHOR]

Copyright of Revista Linhas is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Olhares: Revista Electronica do Departmento de Educacao da UNIFESP is the property of Universidade Federal de Sao Paulo, Departamento de Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Práxis Educativa is the property of Revista Praxis Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article problematizes the enactment of the National Plan for the Completion of Primary and Secondary Studies in the province of La Pampa, Argentina. From a socio-political perspective, we analyze the jurisdictional strategy promoted by ministerial actors to sustain, within the framework of the national underfunding of politics, their schooling proposal. We propose that the precariousness that marks the FinEs Plan and its financing also produces the precarious, but more efficient conditions to make the right to education an act of provincial will that enables us to sustain the meaning of the Plan, but without the allocation of resources. [ABSTRACT FROM AUTHOR]

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]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The main objective of this article is to reflect on the contribution of Paulo Freire's theory to Youth and Adult Education, especially with regard to educational practices and the teaching and learning process carried out in this modality. For that, we used as a methodology, a bibliographical research about the Freirean theory, where we seek to understand the contributions of Paulo Freire in the educational work with young people and adults in the literacy process, and also in the field, in which we develop activities based on a theme of daily life of students, considering the importance of working with meaningful content that is related to the daily activities of students, as well as their reality. After the research, we found that Paulo Freire's theory has an important implication for the educational practice in Youth and Adult Education, because it encompasses the formation of man, as a social being and participant in society, contributing to a more effective and comprehensive learning, especially with regard to the real needs of young and adult students, highlighting the importance of a methodology that is properly designed for the sport. [ABSTRACT FROM AUTHOR]

Sharing a research experience can mean a dialogical, reflective, and cooperative proposition. The present text intends this instigation, aiming at the joint work in the paths of the investigation, in any educational space, with educators who are interested in a methodological path based on a construction supported by Freire's thought and action. It consists of a report and a reflection from an applied research with a qualitative approach, referenced in the epistemological bases of action research, in a methodological proposal experienced in Circles of Culture. This is a study aimed at the collective construction of planetary citizenship, carried out at MPEJA -- Master's degree program in Youth and Adults Education, at UNEB- Universidade do Estado da Bahia, at Padre Confa County School, in Salvador-Bahia. This text begins with the problematization that gave rise to the research presented, followed by the description and analysis of the methodological paths followed, the subjects, and the locus of the research. It substantiates the centrality of Circles of Culture in the investigation trajectory, dialoguing and reflecting on the collected data. It concludes that there is an urgent need for further research in Youth and Adult Education, and for the reaffirmation of Circles of Culture, as a methodological practice for the development of awareness, in the Freirean perspective, and the sharing of a proposition of democratic, critical, and reflexive mediation, structured in dialogue. [ABSTRACT FROM AUTHOR]

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]

The central theme of this article is the presence of Financial Education in the context of Youth and Adult Education (YAE). This research was conducted in a public high school in the municipality of Irupi (ES). This is a qualitative action-research study, which investigated the production of meanings and the decision-making process of students in solving problems about financial education and entrepreneurship, which allowed us to understand how students operate in activities involving basic topics of mathematics and financial mathematics. We based our research theoretically on the assumptions of Critical Mathematics Education, the Semantic Fields Model, the ideas of Entrepreneurship, and research conducted in YAE. As a result of our investigation, we present an educational product so that mathematics educators can mediate situations in which students acted in investigation scenarios with financial themes. [ABSTRACT FROM AUTHOR]

Youth and adult education (EJA) is a teaching method that brings stories and struggles of students full of details, desires apprehensions, hopes. These stories and struggles, in 2020, were interrupted by a pandemic that added other concerns to students. This article presents this debate and emphasize how the teaching-learning process at EJA took place in Brazil amid the challenges posed for non-classroom classes. It’s shown here part from a research developed in five municipalities in the state of Goiás in 2020. In this case, it refers to the monitoring of an EJA student in a federal public school in Jataí-GO. The follow up was made in the Mathematics discipline, started with an interview, in February, before the start of the pandemic. With the suspension of the classroom activities, the research was re-dimensioned and, in addition to monitoring the student in the discipline, it was decided to also check the difficulties related to remote teaching. Qualitative research was developed. The data collection was made through a questionnaire with structured questions and interviews with semi-structured questions, firstly in person and then by phone. All interviews were recorded and then transcribed. It was observed that the difficulties of students in Mathematics were enhanced by remote education. Also observed that in the researched school students had financial assistance to subsidize access to the internet and loan equipments for use and access to remote classes, which was fundamental for the learning of the researched student. [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]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective to understand or be a teenager who fulfills a socio-educational measure of assisted freedom and studies in a Youth and Adult Education Class - EJA. It is theoretically based on Freire (1996, 1997, 2002, 2005, 2006 and 2013), Volpi (2001), Costa (2001) among others. This is a phenomenologically inspired study (FORGHIERI, 2012) whose facts are produced from participant observation and semistructured interviews. The experience of adolescent offenders and occupants of EJA rooms is marked by invisibility, marginalization by two stigmas and the absence of material and human conditions to understand their demands and enable development and humanization. We argue that the relationship between School Education and Social Education can offer possibilities for students to understand more globally. [ABSTRACT FROM AUTHOR]

This article aims to present reflections about the teachers' perceptions concerning the curriculum of the Youth and Adult Education (Educação de Jovens e Adultos -- EJA) in penal institutions. The theoretical background is based on the field of curricular studies and prison education in Brazil. This research, of a qualitative approach, obtained the data through interviews with five teachers who teach in the EJA from a penal institution in the north of Santa Catarina. The results point toward a need in developing the teachers' curricular autonomy, since many times the formal school curriculum does not meet the needs of imprisoned students, who constitute one of the most marginalized spheres of our society. [ABSTRACT FROM AUTHOR]

The research sought to identify and analyze data on the exclusion in EJA, evidenced by dropout and infrequency rates and to understand its causes in a public school in the city of Canguçu-RS, between 2006 and 2017. The methodology had a questionnaire applied to students, teachers and the school's management team, as well as documentary analysis in the school archives, especially in the EJA records, highlighting the exclusion indicators. As a result, it was found that the average rates (dropout and infrequency) correspond to 40% in the period and that the problem comprises a complex set of social issues and their inseparable relationship with the school. [ABSTRACT FROM AUTHOR]

The text aimed to understand the limits and the training possibilities enhanced by democratic management in the context of prison education. With a qualitative approach, based on the multiple case study method, the investigation included as a technique for collecting information: document analysis and interviews with two school administrators from a Youth and Adult Education Center (CEJA) and three administrative managers from prison units that offer Youth and Adult Education (EJA) classes in the municipalities of Capistrano, Ocara and Pacoti, in the Maciço de Baturité-CE. The interviews revealed the search for a shared work between the school management of CEJA and the administrative management of prison units in actions aimed at education in the prison context, but also some obstacles, such as the lack of structural and human resources. The data set revealed the potential of democratic management, triggering the collaboration of the diverse involved with the pedagogical work in order to enable a quality education for the Private Person of Liberty (PPL), understanding it as a human being capable of learning, reinvent itself and rewrite a new life story, with socio-professional reintegration. It is concluded that the concept of democratic management articulated to the principles of collaboration between school management and administrative management favors the realization of a re-socializing formation. The survey also showed a lack of public policies that effectively ensure the provision of education in prison in order to guarantee prison well-being and social reintegration. [ABSTRACT FROM AUTHOR]

Copyright of Olhar de Professor is the property of Olhar de Professor and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)