INTERACTIVITY IN THE LITERACY PROCESS OF ADULTS AND ELDERLY: EDUCATION FOR TRAFFIC AND DIGITAL INCLUSION IN EJA

Abstract

The teaching modality of Youth and Adult Education (EJA) is configured as a public policy guaranteeing rights, being crucial for those who did not have access to or continuity of studies at the appropriate age. From this perspective, the literacy of young people, adults, and the elderly requires meaningful methodologies that engage with the students' social daily life. For this, this article discusses the importance of interactivity in the literacy and reading/writing process in EJA, integrating, in its planning, pedagogical practices that engage with education for traffic safety and citizenship as well as digital inclusion. This article presents pedagogical experiences developed in the classroom that use digital resources, collaborative activities, and everyday situations as learning strategies. The results show that interactivity promotes the development of reading, writing, critical thinking, and student autonomy, in addition to contributing to civic education and influence the school community to put into practice actions to ensure safer traffic for everyone.