As novas práticas pedagógicas no processo de alfabetização na Educação de Jovens e Adultos

Abstract

This work intends to analyze literacy practices in Youth and Adult Education (EJA), from the perspective of teachers, promoting reflections and discussions on literacy developed in this teaching modality. This stimulus arose from a recurrent issue in previous research: most students, even having attended EJA, were still illiterate. Therefore, the general objective of this study was: to understand the development of new literacy practices by EJA teachers. In order to reach this objective, a bibliographical and documental research was carried out with a qualitative approach, with an exploratory-descriptive character, followed by instructional and action-research procedures, involving three students and two professors who work in EJA. It was evident from the results, discussions favoring the understanding regarding these contradictions, favoring the reflection on the work of the EJA teacher, awakening his interest in research and studies related to methodologies, thus demonstrating a vision about the reality of this teaching mode. Thus, this work intended to expand the discussions on the need for teacher training, as well as a constant rethinking of the pedagogical practices in this teaching modality, that is, it is expected that this study can bring reflections on learning methodologies in the classrooms of EJA , considering the specificities of each student's profile.