Protagonismo juvenil na Educação de Jovens e Adultos durante a pandemia da Covid-19: um estudo de caso

Abstract

This Course Completion Work (TCC) had the general objective of analysing the challenges of young students of Youth and Adult Education (EJA) about their teaching- learning process during the Covid-19 pandemic. As specific objectives, it was intended to: identify the main challenges faced by EJA young people to follow classes during the pandemic period; describe the possible achievements attained by students through EJA, in the situation of public calamity, in confrontation; present youth protagonism in EJA, giving voice to students and their reflections on the importance of EJA. The methodology adopted for the construction of this study has an exploratory bias according to Lakatos and Marconi (2016). For the generation of data, the procedure categorized by Silva and Menezes (2001) as data collection was applied, in which a semi-structured questionnaire, containing 22 questions, with 12 young people, chosen at random, aged between 15 and 23 years, from three different schools in the city of João Pessoa-PB. The analysis of the obtained results was made in a qualitative way, in a critical perspective. The results of the survey showed that the lower the socioeconomic conditions of young people, the more difficulties they encountered in following classes in digital format. Other social factors such as age group, gender, family composition and race/colour and lack of public resources to enable the offer of the modality by digital means, also interfered in the permanence/dropout of young people in EJA. It was also concluded that the didactic-pedagogical actions of teachers and school management, as well as the affective relationships built through social networks between students, teachers and administrators, helped in student learning, being cited as fundamental in motivating young people to remain in classes during the pandemic, as well as the absence of these actions was seen as an aggravating factor, which contributed to the evasion of young people from EJA, during the pandemic.