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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.)

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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 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.)

El presente artículo tiene como objetivo analizar la evolución reciente de la educación secundaria para jóvenes y adultos en Argentina, Corea del Sur y Estados Unidos. Aunque distintas investigaciones señalan que en el territorio argentino esta modalidad educativa ha tenido un gran crecimiento y ha alcanzado una notable relevancia dentro de su sistema educativo, no queda claro si esto es algo común a escala internacional. Considerando este problema a resolver, desde un enfoque cuantitativo, se recurre a diversas fuentes de organismos internacionales y entidades nacionales de los tres países seleccionados, para ver cómo han evolucionado estas ofertas escolares en cada país y la importancia que han tenido al interior de sus fronteras. En ese sentido, los resultados de la investigación muestran que, a diferencia de lo que pasa en Argentina, en Corea del Sur y Estados Unidos la secundaria para jóvenes y adultos no ha tendido a expandirse ni a ocupar un lugar tan relevante dentro de sus sistemas educativos nacionales. Por el contrario, se concluye que luego de un crecimiento inicial, a lo largo de las últimas décadas tanto en el país asiático como en el norteamericano estas propuestas escolares han tendido a contraerse y a tener una posición relativamente marginal.

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.)

Este artículo presenta un balance de la producción de conocimiento acerca de la educación de jóvenes y adultos/as –EDJA– en Argentina durante el periodo 1973-1976, y traza algunos desafíos para una agenda de investigación. La metodología, con enfoque cualitativo, se basó en el análisis bibliográfico de un corpus conformado, principalmente, por artículos de revistas académicas, libros y capítulos de libros. Entre los hallazgos se destaca el sustantivo avance en el estudio de los line- amientos de políticas nacionales de EDJA, mientras que el trienio ha sido escasamente explorado desde el punto de vista de las prácticas, de los sujetos implicados/as, así como de geografías más amplias que el Área Metropolitana de Buenos Aires. Entre las conclusiones se plantea que en la indagación de esas dimensiones residen los principales retos para la investigación de uno de los periodos más fértiles y originales del campo de la EDJA en el país.

The article analyzes the existence of particular features in the evolution of secondary education for youths and adults in the province of Buenos Aires during recent history. To this end, from a quantitative methodology, various indicators are explored in a comparative manner between the jurisdiction and the rest of the national territory. The main source is the annual educational surveys carried out by the National Ministry of Education, complementing them with other official data referring to certain educational completion programs. As a central argument, it is stated that during the last decades the middle school for this segment of the population has expanded in line with what is happening at the national level, although in the jurisdiction studied said growth has been deployed largely through non-traditional offers, while it has implied a loss of relative weight in favor of other jurisdictions. [ABSTRACT FROM AUTHOR]

This research aimed to identify the socioeconomic and educational situation of the students of the Proeja course in Accommodation at the IFPA - Santarém campus, during the introduction of emergency remote teaching during the Covid-19 pandemic. This is exploratory research with a qualitative-quantitative approach, where face-to-face interviews were used through questionnaires containing 18 open and closed questions, divided into two groups; the first being related to socioeconomic information, with 9 questions; while the second sought information regarding remote classes during the pandemic, containing 9 questions. Eighteen students from Proeja who joined in the years 2018 and 2019 in Accommodation were interviewed. As a result, most students were female, aged between 18 and 25 years old, accessed the internet through mobile data, claimed as difficulty in reconciling with work during remote teaching and, even so, they considered learning to be good. It was concluded that remote teaching proved to be a viable alternative for the evaluated moment, even though the work activities made it difficult to carry out the didactic activities. [ABSTRACT FROM AUTHOR]

This paper focuses on the development and application of an educational game to be used as Specialized Educational Assistance for Young and Adult Students. A specific methodology was used to develop the game, consisting of five phases: (I) definition of learning objectives; (II) selection of game mechanics; (III) game implementation; (IV) game application; and finally, (V) qualitative evaluation of the game. The primary research findings reveal that the game's development had to overcome many challenges, as it required research in many areas of knowledge. The game demonstrated its potential to promote interaction among the participants, thus creating favorable conditions for strengthening their bonds. [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 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 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.)

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.)

The following article develops some of the findings carried out on qualitative research carried out from 2018 to 2020. Its objective was to map educative and socio-educative school projects that were implemented at prison centers from Metropolitan region, Chile. During the first stage, schools and institutions were identified as well as foundations, organizations, and collectives with a non-formal system of education. Thus, educators from 68 institutions out of 78 were interviewed to finally generate focus groups and discussions. In this scenario, artistic education is completely diminished, mostly in institutions advocated to teenagers, in comparison to work training and school opportunities in primary and secondary levels. Artistic workshops have been managed almost uniquely by these same prison centers as a way to intervene people based on the social reintegration logic. Nevertheless, the 10 monitors in charge of artistic workshops inside prison are disputing this logic that considers art as a reintegration tool. On the contrary, they understand artistic formative processes as a politic tool, to configure and reconfigure people’s modes of self-sensing, self-dominating, reflecting, and thinking in connection to the surrounding world from which emerges other subjective modes which have been denied to those in and out prison as a consequence of a life of neglect and symbolic and material imprisonment.

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.)

UNESCO has celebrated for more than fifty years the International Conference on Adult Education, also known as CONFINTEAS. Since 1949, between ten- and thirteen-years interval, the conferences express the “concerns” that have been on the world agenda in the adult education. This article analyzes the changes in the integration of the non-governmental sector with the statal sector and the new role of the non-governmental sector. Points of connection with the policies implemented in Argentina are also suggested. [ABSTRACT FROM AUTHOR]

This article is part of a research study on the motivational factors associated with the academic performance of the participants of the Secondary Education for Young People and Adults. The research was carried out under a quantitative approach, with a correlational level. The Academic Motivation Scale and a checklist were used for data collection. The general objective of the research was to describe the factors of motivation associated with the academic performance of the participants of the High School Education for Young People and Adults of the district of Natalio in the year 2021. The results reveal that the participants included in the study have very favorable levels of academic motivation to carry out academic processes and activities, and it was also found that there are two motivational factors associated with academic performance, internal achievement motivation and motivation. The research allowed concluding that internal achievement motivation has a positive and statistically significant linear relationship with academic performance (rs=0.419, p<0.01), which shows that facing the challenges involved in the training process as a personal challenge and self-improvement has a positive impact on performance; on the other hand, motivation has a negative relationship (rs= -0.303, p<0.05), which implies that indifference to academic activities or the absence of intention to perform them has a negative impact on academic performance. [ABSTRACT FROM AUTHOR]

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 Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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 Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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 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 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 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 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.)

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.)

This work is based on the extension and research experience of our team together with popular social movements. For several years, we have been inquiring about their educational praxis, paying attention to the formative aspects of their daily activities, and analysing the systematic processes of formation and the approach to schooling in these movements. We conceive all these instances are significant spaces for the construction of subjectivities. From this perspective, we understand that the experience and the pedagogical reflection that we have developed in tandem with the movements can contribute with significant dimensions of analysis to think about the practices that occur in other scenarios within the field of Youth and Adult Education (EDJA3 ). These dimensions refer to the ways in which the meaning of educational activities is constructed, to the decisions related to what and how to learn considering the relationship between knowledge, life, experience and doing, and toe the subjective dimension and the place of the subjects in the educational processes.

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]

El trabajo se inscribe en el campo de estudios referidos a la educación de personas jóvenes y adultas. Se propone analizar las representaciones y prácticas de un grupo de docentes en torno a la educación secundaria como derecho, en Mendoza, Argentina. En términos metodológicos, se trata de un estudio cualitativo basado en un grupo focal, del que participaron docentes del área de las ciencias sociales de la modalidad de jóvenes y adultos. Entre los principales hallazgos, se destaca una serie de categorías emergentes del grupo focal que dan cuenta de la educación secundaria como derecho: la asistencia de estudiantes a la escuela como desafío pedagógico-político; la necesidad de brindar conocimientos que sirvan para la vida; la existencia de una “distancia social” entre docentes y estudiantes como marco para la construcción de proyectos de vida; la necesidad de estar “preparados para que las cosas no salgan” por parte de las y los docentes; la generación de condiciones para enseñar y aprender; finalmente, la cuestión de la integración de la comunidad educativa. Los resultados se inscriben en una investigación mayor, en la que se indagan las experiencias escolares del estudiantado; las representaciones del profesorado y la existencia de tradiciones político pedagógicas críticas en la educación mendocina.

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.)

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 Anuario de la Sociedad Argentina de Historia de la Educación is the property of Argentinean Society of History of Education 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 Espiga is the property of Revista Espiga 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]

La Educación de Jóvenes y Adultos (EJA) escolar históricamente ocupó un espacio marginal en los sistemas educativos nacionales de la mayoría de los países de América Latina. Los casos de la Argentina y de Brasil evidencian avances en el sentido de su reconocimiento normativo como modalidad educativa: orientada a públicos específicos a los que se les reconoce el derecho a la educación, que exige metodologías y estrategias educativas propias así como modos de organización específicos de la oferta educativa. Así lo demuestran la Ley nº 26.206, de Educación Nacional de 2016 y la Resolución nº 118/2009 aprobada por el Consejo Nacional de Educación del primer país mencionado y la Constitución de la República Federativa de Brasil de 1988, La Ley nº 9.394 de 1996, de Directrices y Bases de la Educación Nacional y el Parecer del Consejo Nacional de Educación Nº 11/2000, del segundo. Sin embargo, la formación inicial de docentes para actuar en la EJA continúa siendo un punto emblemático en ambos contextos. A partir de un estudio exploratorio basado en el enfoque socio-histórico de la investigación comparada en Educación, que combinó el uso del análisis documental y el estudio de datos cuantitativos de las estadísticas nacionales, se busca mostrar el déficit que ambos países aún evidencian en las políticas educativas nacionales destinadas a la formación inicial de profesores para la EJA.