Com açúcar e com afeto: práticas dialógicas na educação de jovens e adultos

Abstract

The central point of this work is an approximation with pedagogical action in teaching based on dialogue and affection. The adult and youth education-EJA is the large field and the program of Education of young people and adults – PEJA, the Municipal network of Education of the city of Rio de Janeiro is the scenario where the research takes place. Understanding the Exchange and affectivity as fundamental elements for a successful pedagogical action to tackle truancy in mode, the research was to verify the occurrence of such practices in School Units that offer the program, for both, the text is structured into six times. Starting with a historical retrospective of the EJA, the first part seeks place in history, of social care initiatives in early 1940, the conceptual and structural transformations of adult education, to your Constitution as modality and as a right. At this point, work intends to address two points: one, the reflections of historical and systemic dependence imposed by international agencies to Brazil in educational policies and in the EJA, which makes the game a tensioned and another field, as a consequence, the movements that transformed those policies in public subjective right, guaranteed in consolidating. We present the assumptions, arguing that our society is structurally exclusive and that this drawing reproduced in school education; the guiding concepts of work: failure/school dropout, affectivity, Exchange and against hegemony and finally, his chances, from fields of education-related theoretical criticism and popular education, argues that the teaching practice in adult and youth education, riddled with affectivity and Exchange can be presented as a possibility to fight against hegemonic. From a methodology based on action research and the use of questionnaires targeted to collect the data, the research covered twelve schools located in the West zone of the city of Rio de Janeiro involving 11 teachers of history. Then the work brings the analysis that the information collected in the field have raised. Finally, we present a product, a mini course for teachers of PEJA, which proposes a reflection on the need to address the functions of adult and youth education in the daily lives of pedagogical actions and the conclusion in the form of propositions.