THE RELATIONSHIP BETWEEN SELF-ESTEEM AND LEARNING IN YOUTH AND ADULT EDUCATION

Abstract

Young people and adults who have not completed basic education feel the effects of social exclusion in their own lives. Faced with this context, youth and adult education (EJA) represents a path of possibilities for people to reverse their histories of exclusion, seizing this opportunity to return to study as an important step towards achieving and regaining their own dignity, both personally and socially. This article aims to investigate and analyze the relationship between self-esteem and learning in the school education of EJA students, based primarily on Vygotsky's socio-interactionist theory, in search of a better elucidation of the constitutive elements of the psychosocial construction of self-esteem in the teaching-learning process of young people and adults. We reiterate the importance of reflecting on the power of an education oriented towards the development of cognitive, reflective and critical dispositions, as well as the emotional skills of students in favor of the autonomy and protagonism of the subjects involved in the educational process, so that school education, in this way, promotes the self-esteem, personal and social dignity of its students.