Percepções docentes acerca dos desafios da atuação na educação de jovens e adultos

Abstract

The present text presents data from a research that aimed to investigate the main challenges that teachers who teach in EJA – High School face in the classroom everyday and the resources they use to deal with these challenges. As a methodological strategy, we carried out a conversation with eight teachers, the pedagogue and the manager of a state school that offers EJA – High School classes in the night shift. This analysis was based on the writings of Salgado (2012), Imbernón (2009), Oliveira (2010), among other authors who provided the basis for the construction of this work. It is concluded that learning takes place through constancy throughout life, that the teaching of EJA has its daily challenges, such as, for example, poor physical facilities, lack of adequate funding, lack of appreciation of professionals and assistance to students. These are basic and obvious conditions that deserve more attention, bearing in mind the precariousness of some educational services. However, most students are individuals who have essential cognitive skills and abilities to develop critical and reflective thinking. The educator has a very important role in this construction of values and learning, as he is responsible for creating an environment that works and develops trust and future changes in this environment among students. Attract, motivate, involve, perceive, evaluate, encourage and articulate with all those involved, in order to obtain a place that offers dialogues without exclusion and, finally, the overcoming of challenges. Education seen as the greatest mechanism for transforming lives, valuing the uniqueness of each student, highlighting and preserving their culture, customs and experiences.