Educação de jovens e adultos: a alfabetização de adultos em uma escola pública no município de Tabatinga – Am

• Autor(a) principal: Holguim, Adriana Mariano
• Data de Publicação: 2023
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFAM
• Texto Completo: http://riu.ufam.edu.br/handle/prefix/6896
• topic: Alfabetização; Educação de Jovens e adultos; CIENCIAS HUMANAS; Educação de jovens e adultos; Alfabetização de adultos; Programas de alfabetização

The respective course completion work is scientific in nature, designed with the aim of deepening the research theme on: Youth and adult education: the teaching/learning process of adults in literacy in a public school. This research aims to reflect on the teaching-learning process of EJA at the Municipal School Jociêdes Andrade, in the municipality of Tabatinga in the state of Amazonas. The general objective was to understand the conceptions of EJA and the teaching practices for literacy of young people and adults in classes of the 1st segment of a public school in Tabatinga-AM. In order to reach the objective, the following specific objectives were established: a) to know the concept and importance of EJA in the conception of the subjects; b) reflect on the teaching methods in favor of the literacy of the students of the 1st segment of the EJA; and c) verify the challenges faced for these students' literacy. The authors who contributed to the study and supported the analyzes were: Emília Ferreiro (1987, 2006), Magda Soares (2001, 2003), Ribeiro (2001), Oliveira (2012), Vera Capucho (2012) Moacir Gadotti (2022), Gil (2002), Arroyo (2022), Cortada (2013) and Freire (1987,1980,2008,). The research was configured as a field research with a qualitative approach. In order to collect the necessary data and information, we used a bibliographical study, participative observation and the application of questionnaires. The study showed that adult literacy has been taking place based on different methodologies and in a contextualized way, but still not guaranteeing that everyone feels literate, considering that they have reading and writing difficulties, which demands pedagogical innovations in this sense, as well as reorganization of time, space and curriculum and continued training for teachers on methodologies for literacy in EJA, giving them greater professional qualification to achieve educational purposes.