Educação de Jovens e Adultos: práticas pedagógicas e inclusão social

Abstract

This study investigates Youth and Adult Education (EJA), highlighting its social and pedagogical importance for people returning to the school environment after interruptions in their learning trajectories. The work emphasizes the need for pedagogical practices adapted to the characteristics of a diverse public, also highlighting the relevance of public policies that enable such practices. In this context, the research examines how the methodologies adopted by educators and the institutional organization impact the learning of young people, adults, and the elderly in this modality, and how pedagogical practices contribute to the development of autonomy, school retention, and social inclusion of students, identifying the challenges and potential that permeate the process. To achieve this objective, the research uses a qualitative approach, based on a literature review and the application of questionnaires to the manager, teachers, and students, which allows for an understanding of perceptions, difficulties, and expectations regarding EJA (Youth and Adult Education). The results indicate that curricular adaptation, continuing education for educators, and the use of contextualized methodologies, associated with the creation of welcoming environments, are crucial elements for the progress of students in the context of EJA and for the exercise of citizenship. Furthermore, it is observed that students value interaction among peers, seek to improve their living conditions through education, and face challenges in balancing work and study. In short, the research shows that humanized and contextualized pedagogical practices have the potential to improve learning. In addition, it emphasizes the urgency of public policies that ensure better conditions for working in this area, providing educational opportunities that strengthen citizenship and broaden personal and professional horizons.