Percepção dos professores sobre o currículo e prática educativa na educação de jovens e adultos

Abstract

The curricular organization and pedagogical practice in Youth and Adult Education (YAE) represent challenges, since this modality of Basic Education requires teachers with specific initial and continuing training, a school space that respects the specificities of the students, specific planning, articulation with professional education, etc. This Final Paper (FP) aims to reflect on the perceptions of teachers about their students, about the curriculum and educational practice in EJA classes. From the point of view of methodology, this is a qualitative research. Interviews were conducted during the Supervised Internship V (YAE), with two teachers who teach classes in Cycles I and II of EJA, as well as with the employees responsible for management and supervision, in a public school in the municipal network of Bayeux-PB. The content analysis was based on the technique of categorization and interpretation of the data collected (Gil, 2002). As initial results, the data obtained from school management and supervision suggest that their representatives are committed and concerned with EJA students and with implementing pedagogical actions that seek to motivate these individuals to not drop out of classes. Regarding the information collected from teachers, it was noted that they seek to relate the content covered in the classroom to the students' reality. From an operational point of view, both teachers report difficulties in working with EJA classes due to the lack of teaching materials, when compared to working with children and adolescents, since there are teaching and pedagogical resources available for activities with these individuals. Some conclusions indicate that the school unit is making an effort to ensure respect for EJA students, but structural difficulties do not allow for progress in the quality of the teaching offered.