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The analysis of learning assessment aligned with the life projects of each individual aims to comprehend dialogical assessment in the context of emancipation and feedback in Biology teaching and learning in Adult Education. And as a problem: Is it feasible to develop evaluative practices from a dialogical, emancipatory perspective that allows for the feedback of the teaching-learning process in Adult Education, specifically in Biology? Grounded in critical pedagogy, focusing on Freire, and dialogical assessment by Romão, we methodologically structured a theoretical bibliographic-reflective study. Emphasizing Freirean pedagogy for social transformation, we highlight dialogical assessment as a facilitator of learning between educators and learners, emphasizing the connection between generative themes and Biology with personal experiences. The conclusion is that the dialogical approach, coupled with emancipation, has the potential to promote transformative and inclusive learning, emerging as an effective strategy in the feedback loop of Biology learning. [ABSTRACT FROM AUTHOR]

This article is part of the thesis, already completed, that discusses the inclusion of artisanal fishermen beneficiaries of the Unemployment Insurance Program for Artisanal Fishers (Programa Seguro Defeso Pescador/a Artesanal) (SDPA) in Youth and Adult Education (EJA). The object of investigation focuses on studies about this topic, seeking to verify the relationships between the schooling of these subjects and the Program. The research´s part focused on this study was the literature review related to works that explore productions that emphasize the relationship between the schooling of artisanal fishermen and SDPA. Its theoretical framework is studied on work and education, considering the subjects, their lives in fishing, and the cultural practices of the communities. Preliminary results indicate "gaps" in the studies related to the schooling of EJA students who live from fishing and who are SDPA beneficiaries. [ABSTRACT FROM AUTHOR]

In 2020, the world was taken aback by the emergence of the Covid-19 pandemic. Faced with the challenges arising from the health crisis, the Faculty of Education at the University of Brasília sought alternatives to continue the educational actions of an extension project in the area of youth and adult education (EJA). This article aims to understand, based on Freire's concepts of limit situations and untested feasibility, the meanings of the formation and practice of popular educators in 2021, faced with the challenges of remote teaching. The qualitative-based methodology used the action research and experience systematization methods, through interviews and questionnaires conducted with the educators involved in the project. The text dialogues with the contributions of Freire and authors in the area of EJA and teacher training. The article points out the challenges faced in the context of the pandemic, due to the deterioration of living and health conditions, as well as the precarious access to new technologies faced by learners and educators of the project. Furthermore, it shows that the support received by popular educators for the development of pedagogical activities was essential for them to continue persevering in their activities, even in such an uncertain time. [ABSTRACT FROM AUTHOR]

This article is part of the thesis, already completed, that discusses the inclusion of artisanal fishermen beneficiaries of the Unemployment Insurance Program for Artisanal Fishers (Programa Seguro Defeso Pescador/a Artesanal) (SDPA) in Youth and Adult Education (EJA). The object of investigation focuses on studies about this topic, seeking to verify the relationships between the schooling of these subjects and the Program. The research´s part focused on this study was the literature review related to works that explore productions that emphasize the relationship between the schooling of artisanal fishermen and SDPA. Its theoretical framework is studied on work and education, considering the subjects, their lives in fishing, and the cultural practices of the communities. Preliminary results indicate "gaps" in the studies related to the schooling of EJA students who live from fishing and who are SDPA beneficiaries. [ABSTRACT FROM AUTHOR]

In 2020, the world was taken aback by the emergence of the Covid-19 pandemic. Faced with the challenges arising from the health crisis, the Faculty of Education at the University of Brasília sought alternatives to continue the educational actions of an extension project in the area of youth and adult education (EJA). This article aims to understand, based on Freire's concepts of limit situations and untested feasibility, the meanings of the formation and practice of popular educators in 2021, faced with the challenges of remote teaching. The qualitative-based methodology used the action research and experience systematization methods, through interviews and questionnaires conducted with the educators involved in the project. The text dialogues with the contributions of Freire and authors in the area of EJA and teacher training. The article points out the challenges faced in the context of the pandemic, due to the deterioration of living and health conditions, as well as the precarious access to new technologies faced by learners and educators of the project. Furthermore, it shows that the support received by popular educators for the development of pedagogical activities was essential for them to continue persevering in their activities, even in such an uncertain time. [ABSTRACT FROM AUTHOR]

EJA is a form of education aimed at people who did not complete Basic Education at the appropriate age. The objective of this work was to conduct a bibliographic research on the historical trajectory of EJA in Brazil, showing how it currently presents itself, in order to mobilize critical reflections on the educational practice of the teacher in the light of historicalcritical pedagogy. For this, we investigated the impacts of the invisibility of EJA in the BNCC and concluded that this contributes to the erasure of the right to education of the audience of this modality. Thus, it is necessary for the teacher to adopt significant and contextualized pedagogical practices that dialogue with the reality of students in this context. [ABSTRACT FROM AUTHOR]

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]

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]

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]

This article aimed to discuss the challenges faced by teachers of Youth and Adult Education (YAE) in the municipality of João Pessoa/PB, to teach the elderly during the covid-19 pandemic. The qualitative method was adopted and information was collected with 10 teachers through a questionnaire in Google Forms virtual format. They were examined with the Critical Discourse Analysis (CDA). The results revealed the difficulties that teachers face in dealing with remote teaching, especially with the elderly, since this portion of the population has its own technological deficiencies and is not used to this teaching format. [ABSTRACT FROM AUTHOR]

The text analyzes part of the data produced in the context of a Master’s research. It is based on the assumptions of the qualitative approach and uses interviews to produce data. To guide the realization of this study, Freire (1998), Santos (2000), Arroyo (2005), Galvão and Di Pierro (2007), Gomes (2020) and others are highlighted. The research results reaffirm the need, expanded in the post-pandemic context, for reflection on the nature and organization of pedagogical work in the schooling of young people and adults. It discusses the presence of emancipation elements characteristic of popular education of which EJA is heir to, as well as aspects of regulation, characteristic of education systems. [ABSTRACT FROM AUTHOR]

This article aimed to discuss the challenges faced by teachers of Youth and Adult Education (YAE) in the municipality of João Pessoa/PB, to teach the elderly during the covid-19 pandemic. The qualitative method was adopted and information was collected with 10 teachers through a questionnaire in Google Forms virtual format. They were examined with the Critical Discourse Analysis (CDA). The results revealed the difficulties that teachers face in dealing with remote teaching, especially with the elderly, since this portion of the population has its own technological deficiencies and is not used to this teaching format. [ABSTRACT FROM AUTHOR]

This study seeks to understand what has been researched, the main interpretations, thematic knowledge and the places occupied by the curricular component of Physical Education in the Youth and Adult Education (YAE). For that, the search was carried out in journals belonging to the area of Physical Education, with strata A2, B1 and B2. With this review, it is possible to understand that Physical Education in the YAE still follows a path where the thematized knowledge is related to a Sports-based Physical Education or based on physical fitness focused on health, proposals that do not seem to dialogue with the premises of YAE. However, we also point to recent experiences that point to reflection on the proposition of Physical Education in YAE and how it can contribute to the thematization of the realities experienced by YAE subjects, seeking to be guided by the struggle for dignity, emancipation and the repair of rights that have been given to them denied. [ABSTRACT FROM AUTHOR]

There are numerous challenges found in education, especially regarding Youth and Adult Education (YAE), where low school performance and high dropout rates are found. In this context, a great challenge for the teaching staff is to build practices that provide students with greater involvement with the discipline and a more critical view of the world. The purpose of this work is in line with Paulo Freire's pedagogy, which is constituted in the generating themes as a method of disalienation and learning to education, together with the proposal of Augusto Boal, which is based on the Theatre of the Oppressed as a scenic pedagogical method. In common, both proposals present an ethical-political position of social transformation, through education and culture. The aim of this work was to develop and evaluate a proposal through Augusto Boal's Theater-Forum, in the context of YAE, seeking to verify the relationship in the definition of Paulo Freire's generating theme. The results showed that working the Theater-Forum through dialogicity gave the student the opportunity to contribute to the dialogue, thus establishing his/her autonomy and criticality, in addition to being an efficient method for the search and definition of the generating theme. [ABSTRACT FROM AUTHOR]

This study seeks to understand what has been researched, the main interpretations, thematic knowledge and the places occupied by the curricular component of Physical Education in the Youth and Adult Education (YAE). For that, the search was carried out in journals belonging to the area of Physical Education, with strata A2, B1 and B2. With this review, it is possible to understand that Physical Education in the YAE still follows a path where the thematized knowledge is related to a Sports-based Physical Education or based on physical fitness focused on health, proposals that do not seem to dialogue with the premises of YAE. However, we also point to recent experiences that point to reflection on the proposition of Physical Education in YAE and how it can contribute to the thematization of the realities experienced by YAE subjects, seeking to be guided by the struggle for dignity, emancipation and the repair of rights that have been given to them denied. [ABSTRACT FROM AUTHOR]

There are numerous challenges found in education, especially regarding Youth and Adult Education (YAE), where low school performance and high dropout rates are found. In this context, a great challenge for the teaching staff is to build practices that provide students with greater involvement with the discipline and a more critical view of the world. The purpose of this work is in line with Paulo Freire's pedagogy, which is constituted in the generating themes as a method of disalienation and learning to education, together with the proposal of Augusto Boal, which is based on the Theatre of the Oppressed as a scenic pedagogical method. In common, both proposals present an ethical-political position of social transformation, through education and culture. The aim of this work was to develop and evaluate a proposal through Augusto Boal's Theater-Forum, in the context of YAE, seeking to verify the relationship in the definition of Paulo Freire's generating theme. The results showed that working the Theater-Forum through dialogicity gave the student the opportunity to contribute to the dialogue, thus establishing his/her autonomy and criticality, in addition to being an efficient method for the search and definition of the generating theme. [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]

The article aims to contribute to the History of Youth and Adult Education in Mato Grosso do Sul based on the analysis of the reports of twelve mathematics teachers who work in that locality. The study discusses the events of this type of education as a movement that is composed in a non-linear way in constant transformation. The events analyzed come from four scenes from the experiences of twelve educators who work/worked at the EJA school. Methodologically, we adopted the theoretical-methodological framework of Oral History, and, with it, we presented the narratives through interviews. We architected the scenes, in the movement of analysis, as displacements presented by the teachers themselves, which portray the reality experienced in those territories and conceive the school as a spatiality of plural characteristics. We understand that, in EJA, schools are manufactured that can be adjectives of multiple schools, which are formed and transformed in the pedagogical work of teachers and in the training path of students who travel through classrooms, as well as other subjects who inhabit the school. [ABSTRACT FROM AUTHOR]

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 present work deals with a relevant theme for the academic and social world, as it deals with Youth and Adult Education within the Prison System. Its main objective is to know, through the eyes of the teacher, what are the expectations of his detained student, regarding his educational future and life after prison. Theoretically, it is based on research already published on the internet, in books and magazines. Authors such as: Federal Constitution (1988), Assis (2007), Tavares & Menandro (2004), Criminal Execution Law (1976), Moreira (2007) and others, supported the reasoning of the work. With a qualitative method, a structured individual interview was carried out with two teachers of the Youth and Adult Education modality (EJA) working within the prison system of Salgueiro-PE. After analyzing the data, through the eyes of the teacher, it was mainly evident that most students live without any expectations related to their studies, considering that studying is no longer worth it and that the opportunity to conquer a future through education has already passed. For the teachers, the classes take place in the midst of mistrust in the environment and hampered by the lack of technological resources, which cannot be used inside the prison. It is concluded that, even with so many challenges faced by teachers and inmates, it is relevant to take education to an environment where most dreams are no longer pursued, but there are still those who intend to continue their studies and be re-socialized. [ABSTRACT FROM AUTHOR]

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]

School dropout is one of the serious problems that plague education in Brazil. A proposal to rescue those who did not complete their studies on time and evaded the educational system is the Education of Youth and Adults - EJA. Although the EJA aims to rescue and insert illiterate adults in the educational process, it also suffers from school dropout. The research carried out shows that school dropout in the EJA is fueled by social, political, cultural and economic reasons. It can also be said that school dropout in EJA is built by factors internal and external to the school. Finding answers to reduce the levels of school dropout is a challenge that is difficult to solve, as the combination of factors makes this factor a complex problem. [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]

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]

We aim to report the experience of a Physical Education teacher, in remote teaching, with a visually impaired female student in Youth and Adult Education (EJA). We base this pedagogical intervention on the Freirean perspective, having as guiding principles: dialogue, inclusion, construction of a horizontal relationship between teacher and student, and life experiences. Synchronous moments were carried out, via WhatsApp, having the student's reality as a starting point for the construction of learning, critical and reflective awareness, through the knowledge of Physical Education through dialogic classes. Some difficulties were experienced, such as the lack of knowledge about educational technologies to mediate classes, the instability of the internet connection, the insecurity about remote teaching and the experience of body practices without the presence of the teacher. We conclude that there is a need for teacher training on educational technologies, in addition to the importance of inclusive, dialogic and problematizing methodologies. The choice of synchronous/asynchronous activities contributes to reducing the distance between teacher and student, enabling the construction of knowledge, through a dialogic pedagogical practice. The absence of structural, technological and pedagogical support, in the pandemic context, and the lack of continuing education on educational technologies reflected in the increase in educational inequalities. [ABSTRACT FROM AUTHOR]

This article intends to address the contributions of the participatory methodology of the Systematization of Experiences for Youth and Adult Education, so that schools, professionals, researchers and managers who are involved with this teaching modality can learn from their practice and communicate it with other practices similar to theirs. It is a bibliographic approach to this methodology, which can serve as a fundamental element for the development of successful actions and the production of materials for youth and adults, taking into account their specific characteristics, thus allowing an articulation between theory and practice. From the analysis carried out, we understand that this methodological perspective allows participants to extract learning from their practice, theorizing it, and thus socializing the results obtained with other spaces, circulating the acquired knowledge and contributing to other pedagogical practices. [ABSTRACT FROM AUTHOR]

This essay aims to analyze the National Program for the Integration of Professional Education with Basic Education in the Youth and Adult Education Modality (PROEJA) from the perspective of political refraction. The essay, in methodological terms, works with concepts in order to make sense of reality, in a movement between objectivity and subjectivity. Therefore, secondary data was sought through bibliographic research. With regard to PROEJA, it should be noted that despite the importance and the need for a good State policy aimed at the education of young people and adults (EJA), this type of education has suffered from the worsening of its expansion and maintenance conditions. The choice of the concept of political refraction is justified insofar as it is understood that the lack of improvement and investment in EJA is not due to the legislation pertaining to this type of education, but to the distortion at the time of its implementation. Based on the configuration of the field of EJA education in Brazil, it was noticed that the achievements of this modality for the realization of education as a right for all were obtained through disputes between conservative and progressive sectors. Despite everything that was said, it was found that EJA still exists and resists!. [ABSTRACT FROM AUTHOR]

The objective of this article is to know the academic productions published from the year 2014 in the dissertations and theses of CAPES (Coordination of Superior Level Staff Improvement) and BDTD (Brazilian Digital Library of Theses and Dissertations) that address the issue of teacher training from the perspective of teacher professional development to youth and adult education. With this State-of-the-Art survey, it was found that the 27 productions chosen treat teacher professional development as a continuous, unfinished process that encompasses different phases, and has the continuity stage as essential, because it contributes to the reflection between theory and practice, building the knowledge necessary for the development and appreciation of the singularities of young and adult students and to the recognition of the school space and the experiences that all those involved in the teaching and learning process experience as formative practices. [ABSTRACT FROM AUTHOR]

The main theme of this article was to investigate the teaching and use of Digital Information and Communication Technologies (TDIC) in Youth and Adult Education (EJA) in a public school. According to the studies carried out, the objective of this article was to define the use of TDIC and its learning possibilities with students from EJA. To this end, the research presented a literature review on education, the profile of students in the EJA modality and TDIC in the school context. The methodology was based on a qualitative approach based on field research and intervention research. The data collection technique was the use of a questionnaire with open questions. We conclude that there is a need for the inclusion of TDIC in the curriculum of EJA, focusing on digital literacy in order to guarantee students a transformative, liberating and critical. e other. [ABSTRACT FROM AUTHOR]

The general objective of the research was to understand the view of the students of the Pedagogy course, at the Federal Unive rsity of Alagoas, about the supervised internship at EJA. The specific objectives were to understand the role of the supervised internship at EJA in the training of students and to analyze, from the students' perspective, the practices experienced in the supervised internship at EJA in the Pedagogy course at UFAL. The methodological path of the research was based on a qualitative approach and exploratory research. The research participants were students from the Pedagogy course, at UFAL, campus A. C. Simões, enrolled in stages III and IV, in the 2020.2 semester. Data collection was performed through an online questionnaire. Data were analyzed using Content Analysis. As a result, it was possible to notice that the pedagogical praxis of supervised internships was based on action-reflection-action, reverberating in a significant action for the interns. [ABSTRACT FROM AUTHOR]

This article shows the concepts of poverty and resilience of homeless students enrolled in the education program of the youth and adults (EJA). The study, shows the result of a master's thesis, contextualizes the exclusion of this population in the Federal District, and presents the use of narratives as a way of giving voice and visibility to these people since they are invisible to society and to the census. As a result, the students' narratives match the census data from the last census carried out in the Federal District, acknowledging, according to these students, people with rights capable of narrating, reflecting, and reframing their human and social condition, based on their life stories. [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]

The National Program for Integration of Professional Education with Basic Education, in the Youth and Adult Education Modality (Proeja), ended up being an ensemble of Professional and Technological Education (EPT) with Youth and Adult Education (EJA). To understand Proeja, it is essential that we know EJA and EPT beforehand. This research aims to understand the itineraries of the three teaching modalities in the Federal Network, trying to visualize points of convergence and divergence, as well as understand the nuances of Proeja. For that, we chose the dialectical method, with a qualitative approach, with an exploratory character of the investigated phenomenon. Data collection took place through a literature review and document analysis. At the time, we found that both EJA and EPT have histories of marginalization, but the second, when entering a new institution, had the consequences of the process mitigated, while the first remained on the margins of educational policies. Finally, it was found that Proeja is a reflection of these two realities and, therefore, brings with it the historical burden of the former and the latter, and it was also implemented without the necessary planning, which we suggest may have corroborated the program's discontinuity process in the Federal Network. [ABSTRACT FROM AUTHOR]

The challenges for quality education are complex given the high dropout rates. In Chile, this population is managed by the Youth and Adult Education modality, which there is not enough information on these educational trajectories. The aim of this quantitative research was to characterize these students, inquiring about how to tackle school dropout. The results show a mostly male population, under twenty-five years, with low attendance and low marks. From the MLR analysis, attendance, gender and level of education are the factors that most explain school performance, determining the continuity of the school trajectory. In order to provide new opportunities for lifelong learning, it is suggested to focus on intervention strategies with a systemic approach. [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]

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]

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]

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 research addresses some links between affectivity and the agency of English language teachers, in the context of Youth and Adult Education. The literature review includes studies on affectivity from the perspective of Paulo Freire and on the articulation between agency and emotions. The research is a collective case study, whose context is based on two municipal public schools, located on the outskirts of São Bernardo do Campo (in São Paulo, Brazil). Two English language teachers who work in two junior high schools take part in the study. The investigation revealed three main findings: (1) affectivity facilitates the teaching-learning process of the English language; (2) teachers' agency is influenced by conflicting emotions; and (3) there are differences between affectivity in agency and affectivity as agency. [ABSTRACT FROM AUTHOR]

The article presents results of a research about the infl uence of a teaching phonological awareness skills and grapheme phoneme correspondences program and its impact over adults and young people who where in diff erent stages of learning skills acquirement proposed by Linnea Ehri. Nine students, from an early literacy class at a Youth and Adult Education Center in the city of Rio do Sul - SC - Brazil, were subjects of this study. The intervention research, methodologically applied, was the application of a teaching program which aimed to contribute to the development of the aforementioned skills and knowledge, and two assessments applied at the program beginning and when fi nishing. The qualitative and quantitative analysis data results found shows that after the intervention the research subjects experienced a performance boost on phonological awareness skills, graphemes recognition and reading at all learning stages, especially those who were in transition from the partial alphabetic phase to the alphabetic phase complete. These results suggest that pedagogical practices that promote the graphophonemic correspondences and the phonological awareness development, especially phonemic awareness teaching, can be benefi cial for the reading in young people and adults in the early literacy development process. [ABSTRACT FROM AUTHOR]

Objectives a) to analyze the main difficulties of young people and adults in returning to public school and b) to find out what are the main perspectives that nourish young people and adults in returning to formal education. Method: This is a qualitative research and the sample field consisted of an empirical study carried out in a class at a public school in the state of Belém, Brazil. Semi-open questionnaires and a script of study were used as data collection instruments. narrative interview conducted with 12 students The data analysis followed the assumptions of the content analysis. Results: It was noticed that young people and adults, although presenting many difficulties in returning to school, foster dreams and hopes that motivate them to remain in school. Discussion: Although we know that the social context imposes limitations on the political-pedagogical performance of the school, dialectically it is possible to bet on a pedagogy of dreams and hopes that can give meaning, meaning and substantiate the perspectives of those who resume their formal schooling processes. It is a difficult dialectical bet, especially in a scenario in which the hegemony of neoliberal precepts dominates the world political scenario and guides the elaboration, execution and rationality of certain public policies aimed specifically at education. [ABSTRACT FROM AUTHOR]

Youth and Adult Education (EJA) is formed, in its majority, by students excluded from the educational system. They seek an education that guarantees their right to learn how to learn. The Popular Community University (UPC) emerged to be this other educational offer. Through the symbolic experiences of the students and the community, the UPC sought to build an innovative project for the education of young people and adults from the outskirts of Cuiabá, in Mato Grosso. On this scenario, this article aims to address some of these experiences, through bibliographic research, official documents, conversation wheels and studies presented in the master's thesis of this author, developed in 2019 and 2020. The results indicated that the work with the students' life stories contributed to improve their learning, besides the elevation of self-esteem and criticality of this public. [ABSTRACT FROM AUTHOR]

The main aim of the article is to emphasize indiscipline in the EJA modality among its causes and consequences. The theme brings with it a very enriching approach on how to observe and deal with these certain situations present in everyday school life. The EJA modality is a teaching proposal that caters to a very adverse audience, as they are students who, in one way or another, did not finish their studies at the right time. And indiscipline has been frequently explained in the teaching groups, but without any perspective of methodologies to get around this issue about teaching. The theoretical bases for the construction of the article are based on citations and arguments in theorists who are quite influential in the perspective addressed, coming to the meeting of authors such as FREIRE (2001), MATOS (2012), SANTOS (2012) among others, as well as truthful information in above the educational laws such as the LDB and CNE, in addition to statements of my authorship about everything studied through the research. The methodological process for the construction is based on an analytical study and critical observation about the content to be researched through qualitative research in a bibliographical study about the subject. The results presented around the article appear as possible answers and hypotheses to the problem presented, among its acquisitions, a new perspective of training for teachers with current problems in the classroom, as well as observing the different types of school indiscipline presented in the EJA modality. Upon completing the study, there is the opportunity to seek more information on the topic in order to further deepen the knowledge and transform it into methodologies for better teaching and learning in EJA. [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 article discusses the knowledge and mathematical sayings of students in Youth and Adult Education (EJA), highlighting the importance of their reading of the world. We take as a methodology a qualitative approach with an interpretive basis. Thus, the focus of this work is discussing Popular Education in the form of EJA under the Freirean perspective and analyze what EJA students know and say about Mathematics, considering the practice of reading the world performed by them in their daily lives, aiming to establish the relationship between the context in which the subjects who are part of the research are inserted. We substantiate with the authors: Freire (1988, 1987), D'Ambrósio (2008), Arroyo (2017), among others. From the investigations, it was possible to notice that EJA students experience a journey of displacement between work and school on a daily basis. They develop mathematical skills in their daily lives and practice readings of the world that can find meaning and value for students when articulated with school mathematics. Therefore, they are practitioners of mathematical operations in life, of the "reading of the world", and wish to appropriate the school's mathematical knowledge to add to their own, which, above all, are utilitarian and need to be valued in the school curriculum. [ABSTRACT FROM AUTHOR]

This text intends to reflect about Youth and Adult Education in the context of freedom, according to some contemporary philosophers and thinkers. Initially, an analysis was performed presenting some concepts about freedom in the vision of different authors, such as: Sartre, Kant, Marx, Guy Debord (2003), Hannah Arendt (1983) and Paulo Freire (1979; 1981; 1986; 1997). Then it was argued that, in the contemporary world, the internet is the force that has most revolutionized the media, bringing many benefits in a general scope, as well as the considerable increase in the possibilities of distorting its use. In this way, it is sought to be based on laws that regulate this use and which guarantee freedom and privacy to the individual. In a third moment, it was discussed the realization of the right to education of young people and adults deprived of their liberty, including those in the digital age, valuing them before society and the world of work, allowing for educational and social inclusion. [ABSTRACT FROM AUTHOR]

The objective of the research is to investigate the socioeconomic and family influences in the life trajectories of Young and Adult Education (YAE) students, highlighting if/how these influences reflected in the school environment, development and learning for these students. The qualitative nature research was carried out through the recording of a semi-structured interview with four high school YAE students. The results indicate that students present "sequelae" from their previous experiences, and it is necessary to consider the different realities, specificities and cultural relations of these students, in order to value their trajectories and to associate them with the teaching and learning process. [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 study analyzes the Political-Pedagogical Project (PPP) of a rural school, showing encounters and disagreements between theoretical propositions and educational practices developed in the context of Youth and Adult Education (EJA). A qualitative study is developed, using Documentary Research and Simple Observation as data production techniques. The results show that having a PPP is an expressive step towards the materialization of problematizing educational practices in EJA, but this alone does not guarantee their development, making it necessary for educators, students and managers to know and continuously discuss the propositions of this document and develop practices in line with their guidelines. It is concluded that it is necessary to think about a flexible EJA model that values the knowledge of the subjects and their culture. Therefore, it is necessary to break with the logic of the disciplinary approach, fragmented and developed from the bias of traditional pedagogy, making it necessary to expand investments in theoretical and methodological training, which contributes to the creation of a specific EJA model, elaborated in dialogue with significant practices. [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]