Práticas docentes em turmas de educação de jovens e adultos na escola João Monteiro da Franca

Abstract

Youth and Adult Education (EJA) plays a crucial role in democratizing access to education, offering opportunities to those who, for various reasons, did not begin their studies or did not complete their schooling in the regular time. Studying the experiences of EJA teachers is essential to understand their challenges, improve pedagogical practices and ensure their effectiveness as an inclusive and transformative educational modality. This work aims to identify the main difficulties faced by teachers of this modality in classrooms at the João Monteiro da Franca Municipal School. The present study analyzes the experiences and confrontations of these teachers in EJA classrooms. To this end, the Oral History methodology was used as a means of valuing narratives as a source of knowledge, being situated in the field of qualitative research. This research also used documentary sources, taking as theoretical support the ideas of Paulo Freire and his successors Arroyo, Bernardino, Brandão and Gadotti. This work highlighted the challenges and reflections that surround teaching in the context of Youth and Adult Education (YAE), emphasizing the need for pedagogical strategies tailored to the realities of these students and the ongoing professional development of teachers. The analyzed educational practices demonstrated the transformative potential of YAE but also revealed structural and methodological limitations that must be overcome to ensure a more inclusive and effective education.