O livro didático da EJA nos anos iniciais do ensino fundamental numa escola do campo

Abstract

The present work deals with the Educational Didactic Book for Youth and Adults in the Early Years of Elementary School in a Field School. We raised the central question of this investigation or the following question: Does the EJA textbook correspond to the students' interests and learning requirements? From this question, we have as a general objective to understand the level of adequacy of the Didactic Book of Youth and Adult Education for the interests and learning needs of students in the early years of elementary school and to reflect on the specificities of Field Education and Youth and adult education; To problematize the role of the EJA Didactic Book in the Field. To help in our discussion, use as a theoretical foundation the studies of ARROYO (1999), KOLLING, CERIOLI and CALDART (2002) and MOLINA (2008) that discuss the respect of Rural Education. For Youth and Adult Education, the authors FREIRE (1987) and PINTO (2003) will emphasize. Finally, MUNAKATA (2012) was highlighted, which discusses the Didactic Book. It is a field research, complemented by a bibliographic analysis with a qualitative approach and a case study. As a field research instrument, it uses the semi-structured interview conducted with a teacher and 5 EJA students. At the end of the research, we reached the following results: the Didactic Book used by EJA at the Municipal School Dr. Antônio Galvão Cavalcanti does not meet the requirements of the students, since the contents indicated are not part of the reality of the Youth and Adults in the field, as well also as the standard does not correspond to the level of learning of these subjects. In relation to the evaluation of the book, the students reveal that they feel the lack of questions that are considered for them, just as the teacher said that this lack of ideas can be worked on in a more direct and meaningful way. The work pointed out yet for the EJA Didactic Book has been used in an unstable way on the day from that point in question, because the quality of this material is very distant from the principles and specificities defended both by the Movement of Rural Education and by the Movement of Education of Youth and Adults.