O processo de ensino na educação de jovens e adultos: dificuldades e enfrentamentos docentes.

Abstract

The objective of this study is to analyze the difficulties faced by EJA teachers in the teaching-learning process and the strategies that these professionals develop to overcome them, verifying the work conditions offered by the school institutions where the Youth and Adult Education teachers work, in the aspects physical, didactic and formative. The methodology of this work has as basis the qualitative research approach, of descriptive character, from field study. Data were collected with 03 female teachers, using, as instrument, semi-structured individual interviews. The analysis of the collected data occurred through qualitative techniques of content analysis. In the theoretical reference, we work questions about teaching difficulties in the EJA, from authors such as Arroyo (2008); Campelo (2010); Di Pierro (2010); Sampaio (2010), Freire (1987), among others. During the analysis of the data, we verified that EJA literacy teachers face many and different problems to accomplish the teaching-learning process, but in the face of these problems, teachers, in their own way and according to their individual possibilities, seek varied solutions. The question of the lack of specific teacher training to work in the EJA is another serious problem faced by teachers, but, the problems, that they face to accomplish the teaching and learning process, reflect much more in their work than the lack of continuous training for teachers or the lack of physical space, didactic material and teaching difficulties, because there is a much larger problem that refers to social, economic and cultural issues.