PEDAGOGICAL PRACTICES OF WELCOMING IN YOUTH AND ADULT EDUCATION AND THEIR KEY CONTRIBUTIONS TO WOMEN'S SCHOOL RETENTION: A LITERATURE REVIEW

Abstract

This article aimed to analyze how teaching practices developed within Youth and Adult Education (EJA) contribute to school retention and the strengthening of the educational journeys of women who have returned to their studies. Methodologically, a qualitative bibliographic study was conducted, based on the analysis of books, scientific articles, dissertations, theses, and documents related to Youth and Adult Education, women's educational trajectories, school retention, and welcoming teaching practices. The research results revealed that women attending EJA have trajectories marked by interruptions in their schooling, often linked to motherhood, employment, the double shift and domestic duties, gender inequalities, and various specific challenges that affect women. The literature review  also indicated that teaching practices grounded in strategies fostering dialogue, valuing prior knowledge, meaningful learning, participation, and a sense of belonging can strengthen the students' bond with the school. This study concludes that welcoming, inclusive teaching practices that are sensitive to women's specific needs foster learning and retention in EJA, thereby contributing to the success of women's educational journeys.