Main methodological challenges faced by Youth and Adult Education (EJA) teachers
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | REVES - Revista Relações Sociais |
Texto Completo: | https://periodicos.ufv.br/reves/article/view/15091 |
Resumo: | The present work identifies the main methodological challenges teachers face in developing Youth and Adult Education (EJA) teaching-learning process. It raises a discussion on the subject at its most critical point of teaching activities in the classroom: the adequacy of teaching methods and techniques to the reality of students in this modality. The general objective of the research is to point out the main methodological challenges teachers face in the pedagogical practices of Youth and Adult Education. Unlike the strategies and methodologies developed linked to other levels and modalities, in regular education, we seek to understand through qualitative research and bibliographical studies a) the historical advances of EJA in Brazil, b) the advances of the Laws of Guidelines and Bases of National Education for EJA, c) international conferences and the National Education Plan and d) proposals that consider the specificities of young people and adults. We took a more subjective look at the treatment of content about the aspirations of EJA students. Youth and adult education is marked by a high dropout rate, little time to work on the content, and a small number of classes to fully develop concepts. These aspects are very different from elementary school students with the same education level—teaching at the time is considered correct. In addition, the results showed that teachers face methodological difficulties in reaching the EJA public, and this is due to 1) students' limited availability of time, 2) the short duration of the course, 3) lack of student motivation, 4 ) lack of own methodologies for EJA, and, 5) disregard of EJA classes with the reality of students' lives. |
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Main methodological challenges faced by Youth and Adult Education (EJA) teachersPrincipais desafios metodológicos enfrentados por professores da Educação de Jovens e Adultos (EJA) Teaching Methodological Difficulties.Teacher.EJA.Dificuldades Metodológicas de Ensino.Professor.The present work identifies the main methodological challenges teachers face in developing Youth and Adult Education (EJA) teaching-learning process. It raises a discussion on the subject at its most critical point of teaching activities in the classroom: the adequacy of teaching methods and techniques to the reality of students in this modality. The general objective of the research is to point out the main methodological challenges teachers face in the pedagogical practices of Youth and Adult Education. Unlike the strategies and methodologies developed linked to other levels and modalities, in regular education, we seek to understand through qualitative research and bibliographical studies a) the historical advances of EJA in Brazil, b) the advances of the Laws of Guidelines and Bases of National Education for EJA, c) international conferences and the National Education Plan and d) proposals that consider the specificities of young people and adults. We took a more subjective look at the treatment of content about the aspirations of EJA students. Youth and adult education is marked by a high dropout rate, little time to work on the content, and a small number of classes to fully develop concepts. These aspects are very different from elementary school students with the same education level—teaching at the time is considered correct. In addition, the results showed that teachers face methodological difficulties in reaching the EJA public, and this is due to 1) students' limited availability of time, 2) the short duration of the course, 3) lack of student motivation, 4 ) lack of own methodologies for EJA, and, 5) disregard of EJA classes with the reality of students' lives.O presente trabalho consiste em identificar os principais desafios metodológicos encarados pelos docentes no desenvolvimento do processo ensino-aprendizagem da Educação de Jovens e Adultos (EJA). Levanta uma discussão sobre o tema em seu ponto mais crítico da ação docente, em sala de aula: a adequação dos métodos e técnicas de ensino à realidade dos alunos dessa modalidade. O objetivo geral da pesquisa é apontar os principais desafios metodológicos enfrentados pelos professores nas práticas pedagógicas da Educação de Jovens e Adultos. Diferentemente das estratégias e metodologias desenvolvidas vinculadas aos demais níveis e modalidades, no ensino regular, buscamos perceber por meio de pesquisas qualitativas e estudos bibliográficos, voltados ao tema; os avanços ao longo da história da EJA no Brasil, como as Leis de Diretrizes e Bases da Educação Nacional para a EJA, as conferências internacionais e o Plano Nacional de Educação, propostas que consideram as especificidades de jovens e adultos, dando um olhar mais subjetivo ao tratamento dos conteúdos em relação aos anseios dos alunos da EJA. A educação de jovens e adultos é marcada pela alta taxa de evasão, pelo pouco tempo para trabalhar o conteúdo e um número reduzido de aulas para se desenvolver os conceitos de forma plena e completa, em comparação com alunos da educação básica que cursam seu nível de ensino no tempo considerado correto. Além disso, os resultados mostraram que os professores enfrentam dificuldades metodológicas para atingir o público da EJA, e isso se deve a: 1) pouca disponibilidade de tempo dos alunos, 2) curta duração do curso, 3) falta de motivação dos alunos, 4) falta de metodologias próprias para o EJA, e, 5) desconsideração das aulas do EJA com a realidade de vida dos alunos.Universidade Federal de Viçosa - UFV2022-12-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufv.br/reves/article/view/1509110.18540/revesvl5iss4pp15091-01eREVES - Revista Relações Sociais; Vol. 5 No. 4 (2022); 15091-01eREVES - Revista Relações Sociais; Vol. 5 Núm. 4 (2022); 15091-01eREVES - Revista Relações Sociais; v. 5 n. 4 (2022); 15091-01e2595-4490reponame:REVES - Revista Relações Sociaisinstname:Universidade Federal de Viçosa (UFV)instacron:UFVenghttps://periodicos.ufv.br/reves/article/view/15091/7687Copyright (c) 2022 REVES - Revista Relações Sociaishttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessRosa, Alcemir HorácioSantos, Francisco Willan Costa dosNascimento e Silva, DanielBarros , Marcus Marcelo Silva2023-01-16T14:18:28Zoai:ojs.periodicos.ufv.br:article/15091Revistahttps://periodicos.ufv.br/reves/PUBhttps://periodicos.ufv.br/reves/oaireves.journal@ufv.br||2595-44902595-4490opendoar:2023-01-16T14:18:28REVES - Revista Relações Sociais - Universidade Federal de Viçosa (UFV)false |
dc.title.none.fl_str_mv |
Main methodological challenges faced by Youth and Adult Education (EJA) teachers Principais desafios metodológicos enfrentados por professores da Educação de Jovens e Adultos (EJA) |
title |
Main methodological challenges faced by Youth and Adult Education (EJA) teachers |
spellingShingle |
Main methodological challenges faced by Youth and Adult Education (EJA) teachers Rosa, Alcemir Horácio Teaching Methodological Difficulties. Teacher. EJA. Dificuldades Metodológicas de Ensino. Professor. |
title_short |
Main methodological challenges faced by Youth and Adult Education (EJA) teachers |
title_full |
Main methodological challenges faced by Youth and Adult Education (EJA) teachers |
title_fullStr |
Main methodological challenges faced by Youth and Adult Education (EJA) teachers |
title_full_unstemmed |
Main methodological challenges faced by Youth and Adult Education (EJA) teachers |
title_sort |
Main methodological challenges faced by Youth and Adult Education (EJA) teachers |
author |
Rosa, Alcemir Horácio |
author_facet |
Rosa, Alcemir Horácio Santos, Francisco Willan Costa dos Nascimento e Silva, Daniel Barros , Marcus Marcelo Silva |
author_role |
author |
author2 |
Santos, Francisco Willan Costa dos Nascimento e Silva, Daniel Barros , Marcus Marcelo Silva |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Rosa, Alcemir Horácio Santos, Francisco Willan Costa dos Nascimento e Silva, Daniel Barros , Marcus Marcelo Silva |
dc.subject.por.fl_str_mv |
Teaching Methodological Difficulties. Teacher. EJA. Dificuldades Metodológicas de Ensino. Professor. |
topic |
Teaching Methodological Difficulties. Teacher. EJA. Dificuldades Metodológicas de Ensino. Professor. |
description |
The present work identifies the main methodological challenges teachers face in developing Youth and Adult Education (EJA) teaching-learning process. It raises a discussion on the subject at its most critical point of teaching activities in the classroom: the adequacy of teaching methods and techniques to the reality of students in this modality. The general objective of the research is to point out the main methodological challenges teachers face in the pedagogical practices of Youth and Adult Education. Unlike the strategies and methodologies developed linked to other levels and modalities, in regular education, we seek to understand through qualitative research and bibliographical studies a) the historical advances of EJA in Brazil, b) the advances of the Laws of Guidelines and Bases of National Education for EJA, c) international conferences and the National Education Plan and d) proposals that consider the specificities of young people and adults. We took a more subjective look at the treatment of content about the aspirations of EJA students. Youth and adult education is marked by a high dropout rate, little time to work on the content, and a small number of classes to fully develop concepts. These aspects are very different from elementary school students with the same education level—teaching at the time is considered correct. In addition, the results showed that teachers face methodological difficulties in reaching the EJA public, and this is due to 1) students' limited availability of time, 2) the short duration of the course, 3) lack of student motivation, 4 ) lack of own methodologies for EJA, and, 5) disregard of EJA classes with the reality of students' lives. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12-08 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufv.br/reves/article/view/15091 10.18540/revesvl5iss4pp15091-01e |
url |
https://periodicos.ufv.br/reves/article/view/15091 |
identifier_str_mv |
10.18540/revesvl5iss4pp15091-01e |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://periodicos.ufv.br/reves/article/view/15091/7687 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 REVES - Revista Relações Sociais https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 REVES - Revista Relações Sociais https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Viçosa - UFV |
publisher.none.fl_str_mv |
Universidade Federal de Viçosa - UFV |
dc.source.none.fl_str_mv |
REVES - Revista Relações Sociais; Vol. 5 No. 4 (2022); 15091-01e REVES - Revista Relações Sociais; Vol. 5 Núm. 4 (2022); 15091-01e REVES - Revista Relações Sociais; v. 5 n. 4 (2022); 15091-01e 2595-4490 reponame:REVES - Revista Relações Sociais instname:Universidade Federal de Viçosa (UFV) instacron:UFV |
instname_str |
Universidade Federal de Viçosa (UFV) |
instacron_str |
UFV |
institution |
UFV |
reponame_str |
REVES - Revista Relações Sociais |
collection |
REVES - Revista Relações Sociais |
repository.name.fl_str_mv |
REVES - Revista Relações Sociais - Universidade Federal de Viçosa (UFV) |
repository.mail.fl_str_mv |
reves.journal@ufv.br|| |
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1797053514601463808 |