Aprendizagem de jovens e adultos: sentidos produzidos pelas perspectivas discentes e docentes

Abstract

This work aims to research the meanings of learning in Youth and Adult Education (EJA), through the narratives of students and teachers, how the mediation of the educator occurs and if the resources used enhance the teaching-learning process in this teaching modality. The research is justified because recent studies show that Brazil still finds obstacles in the fight against illiteracy. As a theoretical scope, we anchored ourselves in Paulo Freire (1996) to think about an emancipatory education aligned with the EJA modality. The research follows a qualitative methodological approach to enable the understanding of subjects, behaviors and human experiences (DEMO, 2001). The analysis material consists of an interview with seven students and a focus group with four teachers who work in EJA in a municipal school in the city of Rio de Janeiro. The research showed that the meanings produced by students and teachers about EJA are crossed by other social determinants such as exhausting working hours, precarious public transport, low wages, maternity and paternity challenges, generational differences. Despite this, the meanings produced point out that the EJA is an important public policy that feeds dreams for the future.