EJA e tecnologias digitais: mutações na forma escolar para trabalhadores educandos em um Centro de Educação de Jovens e Adultos no Estado do Rio de Janeiro no período pandêmico

Abstract

The research emerges from the teaching practice of the author, a mathematics teacher at a Youth and Adult Education Center (CEJA) in Baixada Fluminense, especially in the years 2020 and 2021. The period marked by the pandemic led to concerns about the deepening of inequalities in the field of Youth and Adult Education (EJA) and the limits presented by teaching activities in virtual environments. Considering this context, at CEJA Piabetá – empirical field of research, the main objective of the work is to contribute to the critical understanding of the impacts caused by the pandemic situation on access to the right to education for young people and adults through the implementation of Emergency Remote Education (ERE). It is intended to analyze: a) the limits and possibilities of the measures adopted by the State Department of Education of Rio de Janeiro (SEEDUC/RJ) for students from the CEJA Network; and, b) the needs expressed by students, specifically, from CEJA Piabetá, to have their right to education ensured during the pandemic period, limited to difficulties in accessing virtual technologies. The research is part of the productions of the research group Public Policies and Education of Young and Adults of the Working Class (PPEJAT) and is anchored in authors from the field of dialectical critical perspective, from which a reflexive examination of the documentary sources issued by SEEDUC during the ERE and the messages sent by these students (via email or through the exclusive platform of the CEJA Network). The aim is also to compare the number of services provided during and after the period of validity of the ERE, problematizing both the needs expressed in relation to the use of technologies to advance with studies, as well as the repercussions of Distance Education (EaD) for Youth and Adult Education.