Desafios de docentes para o desenvolvimento das habilidades de leitura e escrita em jovens e adultos

Abstract

The research in question aims to identify the challenges faced by Youth and Adult Education teachers to work on reading and writing skills with their students. EJA students have their specificities and greatest difficulties, which can be attributed to the degree of responsibility, lifestyle and work or literacy level at which they are. This research takes as reference the authors Nascimento (2018), Carvalho (2021), Souza (2012), Ávila (2005), Oliveira (2015), Morais (2014), Schardosin and Alves (2019) and Soares (2016). In this context, in order to achieve the purpose of this study, two interviews were conducted for data collection, with analysis from a qualitative approach. The research was applied to EJA teachers from the public network in the municipality of Mari, in Paraíba. The results revealed that teachers have been looking for different alternatives for the development of reading and writing skills with students4 and, even with some difficulties in absorbing knowledge, developing these skills, dayto-day fatigue and low self-esteem, they have shown results satisfactory in terms of reading and writing and proposed dynamics in the classroom for better teaching and learning.