A marginalização da educação de jovens e adultos e a precarização do processo de ensino e aprendizagem.

Abstract

Youth and Adult Education was born from the need to interact with learners' life experiences with the systematization of syllabus, preparing them to act in the world as critical citizens, and above all free. From this context, the present study reveals that the pedagogical mediations developed for this teaching modality have not taken into consideration the subjects' knowledge and experiences. The absence of programs and methodologies arising from a transformative rationality has been clearly perceived in the teaching of Youth and Adult Education in the city of Zabelê-PB, through the high number of evaded students and the number of enrollments that is gradually decreasing. The work was structured in the case study and participatory research, in which the The researcher conducts a self-reflection in communion with the group involved. Not Nevertheless, a questionnaire was applied to teachers to understand how constitute the educational practices and another with the students to diagnose possible answers regarding the students' lack of interest in the process of learning. Subsequently, workshops were held addressing themes that involved elements of their experiences, that is, the interactions established between the subjects with the community and the environment. After the activities, we tried to analyze the students' perception about education and its relation to work. Based on the collected data, it was noted that the main problems are linked to a precarious education and out of context with the local reality.