EXPERIENTIAL KNOWLEDGE IN YOUTH AND ADULT EDUCATION: RECOGNIZING PRIOR KNOWLEDGE AS A LEARNING STRATEGY

Abstract

This article aimed to analyze the role of experiential knowledge in Youth and Adult Education (EJA), highlighting the recognition of prior knowledge as a strategy for learning and inclusion. It is a bibliographic research, carried out through the review of scientific articles, dissertations, theses, books, and official documents published mainly in the last five years, without disregarding the contributions of classic authors such as Paulo Freire and Miguel Arroyo. The results show that the valorization of prior knowledge promotes greater engagement, reduces dropout rates, and strengthens students' self-esteem, while enhancing the construction of meaningful learning. It was also possible to identify that this practice contributes to more flexible and inclusive curricula, fosters students’ protagonism, and broadens the scope of critical citizenship. However, the analyzed studies also point to challenges that persist, such as the need for specific teacher training and the overcoming of rigid structures that limit dialogue with the diversity present in EJA classes. It is concluded that recognizing and integrating prior knowledge is a fundamental condition for this modality to fulfill its emancipatory function, reaffirming itself as a space for dignity reconstruction, social inclusion, and democratic transformation.