A proposal for youth and adult education based on the learning projects methodology
DOI:
https://doi.org/10.23899/relacult.v8i4.2289Keywords:
Keywords: Youth and Adult Education; Emancipatory Education; Learning Projects.Keywords: Youth and Adult Education; Emancipatory Education; Learning Projects.Abstract
Abstract
This work is part of a research with the Graduate Program in Education at Unipampa and makes a reflection on the Education of Youths and Adults (EJA) and the constant changes that, taking into account the interests of the dominant classes, concerned only with the development of Brazilian society, fails to meet the needs of the large population. To reflect on a methodological experience based on Learning Projects seeking an alternative proposal for the EJA of the 20 de Setembro State High School, located in the municipality of Arroio Grande, considering its reality, its needs, in the context of formal education, seeking to overcome uniformity, lightening and social exclusion is the objective of this work. This text also seeks to establish a dialogue with authors in the field of Popular Education and Youth and Adult Education, such as Freire (1997), Beisiegel (1979); Haddad (2000); Cury (2000); Arroyo (2011) and authors from the field of Learning Projects such as Fagundes, Maçada, Sato (1999) and Schlemmer (2001). It is noteworthy that this analysis involves an intervention proposal applied to subjects enrolled in the EJA modality, in the year 2019, in total 8. Assuming the concept of emancipatory education and the recognition of culture and popular knowledge, an educational practice based on Learning Projects was chosen, which requires understanding that knowledge is built from the action of the subject on the object. This methodology is centered on the student, encouraging him to be the protagonist of the teaching-learning process, favoring cooperation, mutual respect and helping to develop the ability to continue learning.
References
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