Reflexões sobre práticas de ensino e de aprendizagem para as turmas da EJA no contexto da Covid-19

Abstract

This study sought to understand the contribution of the teaching and learning process to the Youth and Adult Education (EJA) classes in the context of Covid-19. Our assumption is that Adult Education is not a field of certification and lightening, as the studies by Ventura (2001) and Gadotti and Romão (2011) claim. It is a theoretical and practical field based on legal frameworks, despite the Federal Constitution (CF) and the current Law of Guidelines and Bases (LDB). The research methodology consists of an exploratory study, based on a literature review and a questionnaire with open and closed questions (GIL, 2002) with six teachers who work in EJA in Cycles 1 and 2, in four schools in the municipal network of João Pessoa. The interviews took place between September and October 2021, and content analysis (BARDIN, 1977) supports the interpretations of the data collected. The results point to the following issues in the provision of Adult Education in the remote learning context: a) although teachers have an average of eleven years in teaching, only one has specific training in the scope of youth and adult education; b) inadequate re-planning for the remote teaching modality; c) cell phone as the only communication resource through WhatsApp groups; d) difficulties in monitoring the educational performance of students based on printed activities; and e) the lack of other technological resources on the part of teachers and students. Regarding the conclusions, it is evident that reading, writing and mathematics activities did not show positive results, not only in view of the attempt to re-plan the EJA classes, as well as the lack of appropriate technological resources, the absence of in-person classes and the students' difficulty with the use of digital technologies. Finally, we understand that the place of public school in Adult Education’s offer becomes, in view of the Covid-19 pandemic, yet another challenge, a limit, since the specific competences of Cycles 1 and 2 were not reached at the time of formation.