Professores e alunos da EJA no contexto do ensino remoto: práticas de alfabetização em análise

Abstract

This research sought to reflect on a literacy practice for Adult Education offered by a public education system, in the context of the Covid-19 pandemic. Our assumption is based on the statement that a literacy practice in relation to Adult Education must start from the subjects contextualized by their history, by their culture. The challenges, the limits as well as the advances that permeate the literacy of young people and adults in the classroom are recurrent. What challenges and limits are there to the provision of literacy for Adult Education, in the remote or hybrid format? Methodologically, this is a qualitative study (GIL, 2002), based on a bibliographical and documentary research, carried out in two public schools in the city of Alhandra/PB, and also based on a questionnaire with open and closed questions, applied to teachers and students of Cycles I and II of Adult Education. The organization and treatment of data are based on content analysis (BARDIN, 1977). With respect to teachers, the results suggest that they face very visible limits in literacy activities in the hybrid format. In addition to not having specific training to work in Adult Education classes and having less than two years in this modality of basic education, these teachers claim to have had difficulties in the challenge of monitoring the assessment of reading and writing activities in the face of social isolation and absence of electronic equipment needed to track the performance of your students. Regarding the information collected from the latter, the positive aspects indicate the public call for enrollments and enrollments; the importance of returning to school and providing their families with pedagogical support. Regarding the negatives, the data suggest some other reflections: the difficulty to understand and carry out the printed activities; the handling of the only electronic equipment (cell phone); the precariousness of the internet signal for downloading videos made available for monitoring classes; and the absence of the teacher to monitor and clarify doubts. Finally, these data show how the effects of social isolation are having a major impact on the so fragile relationship between the right to education and the subjects of Adult Education. Although it is important to record the advances in the relationship between Youth and Adult Education and Literacy, both theoretically and practically in the brazilian education history, on the other hand, it is impossible to ignore the data collected in this study’s graduation paper, which highlight the worrying/negative effects of literacy practices offered in the remote or hybrid modality, sufficient material, at the very least, for serious reflection.