EDUCAÇÃO DE JOVENS E ADULTOS: UMA MODALIDADE EM BUSCA DE IDENTIDADE

Abstract

Protagonists of real stories and rich in lived experiences, EJA students configure diverse and human types, they are people who arrive at school after adults, thus forming diverse groups where each one has its own personality. In this type of teaching, it is essential that teachers are concerned with knowing the life story of their students, their expectations, their culture, their linguistic repertoire, seeking a teaching-learning process that is respectful and, at the same time, productive. Many teachers of Youth and Adult Education (EJA) are unaware of the reality of their students' lives and this significantly hinders the teacher-student interaction and the teaching-learning process. Getting to know EJA students is a condition to minimize the possibility of seeing, once again, discouragement, low self-esteem, insecurity and, consequently, school dropout. Each person builds up little by little every day. Our personal identity is like a patchwork that we build through the feelings, perceptions and representations we have of ourselves and the environment in which we live. Thus, a differentiated education, respecting the identity and time of each individual is necessary to guarantee a more humanitarian and meaningful education.