LEITURA DO MUNDO E DA PALAVRA: desafios e possibilidades da EJA no contexto da pandemia por Covid-19

• Ano de defesa: 2021
• Autor(a) principal: Delucas, Daniela Mendonça
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ensino, Educação Básica e Formação de Professores; Centro de Ciências Exatas, Naturais e da Saúde; UFES; Programa de Pós-Graduação Ensino, Educação Básica e Formação de Professores
• Palavras-chave em Português: Educação de jovens e adultos; práticas de leitura e de escrita; pandemia por Covid-19; subject.br-rjbn; Ensino
• Link de acesso: http://repositorio.ufes.br/handle/10/15469

The Youth and Adult Education, known as “EJA” in Portuguese, is an educational modality that, throughout the beginning of its history, has been deeply marked by negligence and government assistance, instead of fully drive the audience rights and find better resources for the demands of those individuals from the lower classes. Reading and writing processes are completely essential for the emancipation, autonomy and effective social participation of young and adult people in society. This research entitled “Reading of the World and the Word: challenges and possibilities of EJA, in the context of the Covid-19 pandemic'' investigated the practices of reading and writing, developed in Portuguese language classes, in the High School (1st, 2nd, 3rd stages), in a state public school, in the city of Alegre-ES; during the months of July 2020 to January 2021. The work was based in Arroyo; Freire; Geraldi; Silva; Antunes. The methodology used consisted of a case study, a qualitative nature and using data collection’s instruments like: bibliographic consultations, document analysis and interviews completely semi-structured with the five Portuguese Language Teachers, as well as the ten students from the mentioned classes. We used content analysis to understand all the information collected from the data collection, because of that was possible to reflect dialectically and critically our subjects, as well as to reduce the challenging distance between theory and practice in research. Besides that, it was possible to unveil several gaps in the teaching and learning process of students (especially with regard to reading and writing practices) due to the interruption of student relations (because of the pandemic context), as well as the precarious conditions of access to government programs like the “EscoLAR Platform” and, consequently, to study itself. We emphasize, above all, that the implementation of ''online teaching'' in this school process, by the government, in 2020, disrespected the students’ singularities, as the modality true essence as well and huge aggravation of the social, educational and technological exclusion of young and adult students from the current city already mentioned here.