História e vivência da e na educação de jovens e adultos (EJA) a partir de uma experiência autobiográfica

Abstract

This work has as its main objective to address the importance of Youth and Adult Education (EJA) as a teaching modality that promotes social inclusion, personal and professional transformation in the lives of those people who did not complete Basic Education at the expected age, reflecting on the challenges and opportunities experienced by these students. The research was carried out through my experience in EJA, highlighting my autobiography and trajectory as a subject of EJA throughout Basic Education, having as theoretical basis the following authors, Almeida and corso (2015) Arroyo and Soares (2006) Brasil/LDB (9394/1996) Carvalho (2014) Paulo Freire (1982, 1987,2005, 2011) Machado (2008) Passegi (2016). Therefore, these authors were essential for us to understand the relevance of pedagogical practice in EJA, which must be established in a dialogical way and contextualized with the reality of students, based on the principles of valuing and the experiences of students so that it can form critical and participatory citizens. In this way, this study will contribute to the strengthening of educational strategies that provide better conditions for meaningful learning in the promotion of a quality public education that is fairer and more egalitarian.