Reflexões do trabalho pedagógico e as implicações na educação de jovens e adultos

Abstract

This dissertation investigated how the pedagogical work carried out between educational management and teachers encourages the promotion of participatory practices in Youth and Adult Education (EJA). The research was developed at Noturno at Colégio Santo Inácio (CSI), located in Rio de Janeiro, RJ, which belongs to the Jesuit Education Network. The participants in this research are students from the different stages of EJA in High School, teachers who work directly with these students and the pedagogical manager of Noturno. The methodology used in the process was: documentary research in diverse sources, without analytical treatment, that could describe the history and functioning of EJA in the political and institutional aspects; research with a qualitative approach in the researcher's empirical field of action; semi-structured interviews with four students, three teachers and a manager; and data analysis divided into two categories. As a theoretical reference, this work highlights Paulo Freire, Miguel Arroyo, Heloisa Lück, Liliana Soares Ferreira and Maurice Tardif as anchors. The objectives raised were: to describe the history, the formation, the “operation” of the EJA covering the educational policy of the modality and its existence within the CSI; identify aspects of the promotion of participatory EJA practices at school; recognize the existing management process between the coordination and the teachers and its effectiveness in the pedagogical work. In addition, the proposal to develop a pedagogical work between the coordination and the teachers that promotes the participation of the students is the objective that refers to the intervention of the research. This investigation identified the need to encourage pedagogical work between teachers and administrators with the intention of promoting participatory practices that encourage decision-making inside and outside the classroom, involving everything that happens inside the school. It reinforced the understanding that teaching-learning in EJA is also based on the construction, appropriation and reconstruction of knowledge and knowledge, both individual and collective.