PEDAGOGICAL PRACTICES IN EJA TEACHING AND THEIR METHODOLOGIES

Abstract

Pedagogical practice in youth and adult education is the central theme of this study. The main objective is to investigate how our practices influence the educational process in this specific context. The justification for this study lies in the importance of understanding how our actions as educators directly impact the learning of adult students. Authors such as Arroyo (2000), Silva (2009) and Soares (2003) offer valuable insights into pedagogical practice in the EJA, underpinning the theoretical basis of this study. In order to achieve the proposed objectives, we opted for a qualitative approach, involving participant observation and interviews with EJA educators and students. Data analysis will be carried out by categorizing and interpreting the results, using content analysis techniques. The preliminary results highlight the importance of flexibility, contextualization and valuing students' life experiences in the pedagogical practice of the EJA. They also highlight significant challenges, such as the heterogeneity of the target audience, the lack of resources and the need for continuing training for educators. These results suggest the importance of pedagogical policies and practices that promote an inclusive and sensitive approach to the specific needs ofneeds of adult students in the EJ.