Desafios e estratégias do planejamento docente na EJA: um estudo de caso

Abstract

Adult and Youth Education (EJA), as established in the Law of Guidelines and Bases of National Education (LDB, no. 9.394/1996), is part of Basic Education and is intended for individuals whose schooling has been interrupted. This modality acts as a policy of inclusion and social reparation, ensuring the right to education and expanding opportunities for training, work, and citizenship. However, it faces challenges such as social inequality, the need to balance study and work, low self-esteem, family responsibilities, and contexts of vulnerability. In this scenario, lesson planning is essential to promote meaningful learning that dialogues with students’ realities. Nevertheless, it is still treated by many teachers as a bureaucratic activity, which compromises the quality of teaching. In this context, the objective of this study was to understand how a teacher of Adult and Youth Education (EJA), in a school located in the urban area of João Pessoa-PB, conceives and carries out pedagogical planning, as well as the difficulties she faces and the strategies she uses to address them. Specifically, the study aimed to: (a) analyze Adult and Youth Education (EJA), considering its singularities, challenges, and the relevance of pedagogical planning in educational practice; (b) understand the participant teacher’s conception of pedagogical planning, as well as to analyze the strategies and actions she developed in the context of her practice in Adult and Youth Education (EJA); and (c) develop a guiding manual with recommendations of good practices for lesson planning in EJA, based on the strategies and experiences identified in the case study. The research, qualitative in nature and descriptive-interpretative in character, was designed as a case study. Data were collected through a semi-structured interview, classroom observations, and documentary analysis of the teacher’s lesson plan. The theoretical framework included Rosas de Araújo (2025), Pimenta and Lima (2012), Vasconcelos (2000), among other authors. The results of the study show that pedagogical planning in EJA is conceived by the teacher as a dynamic, flexible, and student-centered process, favoring contextualized and meaningful learning. However, some limits were identified, such as the linear organization of the plan, the heterogeneity of the groups, and the lack of pedagogical resources. Despite these limitations, the relevance of planning as a space for critical reflection and continuous reorientation of teaching practice was highlighted, reinforced by formative and process-based assessment practices. As a contribution, this study resulted in the elaboration of a good practices guide for pedagogical planning, grounded in the case study, with the aim of supporting and guiding teachers working in EJA.