EJA e o estágio supervisionado: uma reflexão sobre as metodólogias e práticas pedagógicas no contexto educativo a partir das vivências em campo

Abstract

This Course Completion Paper aims to analyze the methodologies and pedagogical practices developed in Youth and Adult Education (EJA), based on the experiences lived during the supervised internship and Practice V (Teaching Practice), considering their contributions to the teaching-learning process. The research is justified by the relevance of EJA as a teaching modality focused on guaranteeing the right to education for individuals who did not have access to or continuity in their studies at the appropriate age, especially in contexts marked by social inequalities, such as the Amazon region. The study is grounded on theoretical references that address the historical and legal context of EJA, teacher education, the Freirean method, and andragogy as an emancipatory practice. Methodologically, this is an applied research with a qualitative approach, characterized as descriptive and exploratory. The procedures adopted included participant observation, field diary, semi-structured interviews, open questionnaires, document analysis, and experience reports, developed during the supervised internship in an EJA class. The research subjects were two teachers working in this educational modality, whose pedagogical practices were analyzed in light of the experiences lived in the field. The results highlight the importance of dynamic and contextualized methodologies centered on the knowledge and experiences of the students, as well as the need for pedagogical practices that promote the active and meaningful participation of learners. It is concluded that EJA plays a fundamental role in promoting educational and social inclusion, making it essential to strengthen public policies, value teacher education, and develop critical, reflective, and emancipatory pedagogical practices in accordance with the specificities of the individuals served.