Estado da arte sobre ensino desenvolvimental com Jovens e Adultos no catálogo de teses e dissertações da CAPES

Abstract

This research results from an investigation developed in the Scientific Initiation Program (PIBIC), as a scholarship student at the Federal University of Tocantins (UFT), during the years 2019 to 2021, on the theme of developmental teaching and Youth and Adult Education

(EJA), in the perspective of lifelong learning. Based on the assumptions of the Cultural- Historical theory, its main objective is to identify theses and dissertations that address in their

studies the developmental teaching with young people and adults in the Catalog of Dissertations and Theses of the Coordination for the Improvement of Higher Level Personnel (CAPES). This is a quali-quantitative, descriptive, and bibliographic research. The data analysis followed the interpretative research technique. We were able to identify 59 research studies (theses and dissertations) on developmental teaching (with only the keyword "developmental teaching"). Of this total, only 2 researches (1 thesis and 1 dissertation) address EJA in developmental education. These two researches discuss, respectively,

Professional Education, as well as socio-historical issues. The thesis defends a teaching- learning approach for young people and adults based on developmental teaching, aiming at a

more complete formation of these students. In the dissertation analyzed, the importance of the historical and cultural background of young people and adults is reaffirmed for the classroom and didactic pedagogical planning. With the research carried out, we understand that it is important to understand the bibliographic production about EJA in developmental teaching in the scientific literature, so that it is possible to understand how this teaching can contribute to the development of a fuller teaching and learning process for the young adult learner, a perspective defended by the Cultural-Historical theory, the main theoretical support of this research.