Escolarização de idosos na educação de jovens e adultos (EJA): desafios e estratégias de ensino

Abstract

This study aimed to analyze the challenges of the schooling process for older adults in Youth and Adult Education (EJA). The research was developed at the Luiz Vaz de Camões Municipal School, located in the Mangabeira IV neighborhood, in João Pessoa, Paraíba. Specifically, it investigated some factors that hinder the learning of older adults in EJA, sought to analyze some of the needs of older adults in the schooling process, identified pedagogical strategies that have proven effective with this population, and reflected on the training of educators to work with older adults in this teaching modality. This research is characterized as field research, since the data were collected directly in the environment where the phenomenon occurs, allowing for observation and analysis of reality based on the participants' own experiences. In addition to interviews, field notes were kept based on on-site observations and analysis of school documents, especially the Political-Pedagogical Project, focusing on the issue of older adults in EJA. The analysis was based on a comparison between participants' statements, observations, and institutional records, allowing for the gathering of relevant data and bridging the gap between theory and practice in understanding the object of study. The results indicate that the main difficulties identified by participants are related to learning mathematics, as well as issues related to memory and vision. Regarding specific needs, aspects such as respect for learning pace, physical limitations, and the need for more meaningful content stand out. As for the most effective pedagogical strategies, the valuing of students' life experiences, the use of visual resources and concrete materials, as well as the adoption of clear and accessible language are highlighted. Regarding teacher training for working with older adults in EJA (Youth and Adult Education), the results suggest the need for specific training that addresses the particularities of this population, and that these competencies are often developed throughout teaching practice, based on classroom experience. Therefore, the research suggests the need to consider the educational specificities of older adults in the EJA modality.