WOMEN AND THE CHALLENGES FACED IN THE TEACHING-LEARNING PROCESS IN YOUTH AND ADULT EDUCATION (EJA)

Abstract

This study aimed to investigate the challenges faced by women in the process of permanence and learning in Youth and Adult Education (YAE), analyzing social, economic, and emotional factors that directly interfere with their educational trajectories. The research is based on the understanding that many women had their studies interrupted due to domestic responsibilities, early motherhood, the need to work, and gender inequalities present in society, leading them to return to school in adulthood carrying difficulties related to low self-esteem, physical exhaustion, double work shifts, and lack of family support. The methodology adopted is characterized as qualitative, bibliographic, and field research, carried out in a municipal school located in the city of Escada-PE, using semi-structured interviews with two YAE students, one who had completed the program and another still attending classes. The results showed that factors such as age-related prejudice, physical exhaustion, and learning difficulties directly interfere with these women’s school permanence. However, the reports also demonstrated that YAE represents an important opportunity for a new beginning, social transformation, personal strengthening, and the achievement of new life perspectives. It is concluded that the development of more welcoming, humanized, and inclusive pedagogical practices is essential, as well as the strengthening of public educational policies aimed at women’s school permanence, ensuring better conditions for access, continuity, and completion of studies.