Práticas curriculares em alfabetização na educação de jovens e adultos nos diversos tempos da pandemia de Covid-19: um estudo na escola Dr. Geraldo Moutinho – CEM

Abstract

Reflecting on the literacy practices of EJA educators in the initial years at different times of the Covid-19 pandemic, encourages us to question what challenges were faced and what strategies and support networks were produced in an attempt to ensure the bond of public of EJA and their learning in this very difficult period and with even more adverse conditions for schooling in the context of the modality. In the same way, it is significant to understand what repercussions the pedagogical and human experiences during emergency remote teaching had on the ways of teaching literacy in EJA after the return of face-to-face activities at school. Given this, the study aims to understand what curricular reorganizations took place during the time of remote teaching and the return in person, paying special attention to the issue of TDICs in literacy practices at EJA. Thus, we focused our attention on the curricular work of literacy educators, investigating what curricular practices were aimed at literacy in the Early Years in this modality, in a school with a priority provision of EJA in the municipal network of Juiz de Fora. Aiming to unravel the issues raised, the research is theoretically methodologically based on the interface between the fields of EJA, Literacy and Curriculum, aligned with the contributions of authors such as Paulo Freire, Magda Soares, Ivor Goodson, Sacristán and Miguel Arroyo. From a methodological point of view, the research is characterized by a qualitative study, focusing on the work carried out by three literacy teachers. The empirical basis produced was the carrying out of seven interviews and the analysis of curricular documents provided by the research participants. Through the cross-analysis between the interviews carried out and the curricular documents inventoried, it was possible to verify that curricular practices in the online format prohibited the process of literacy of students, highlighting the relevance of the dialogical relationship that is established in the presence of the school to guarantee the schooling of students who are at this stage of their training. In this way, we came to the conclusion that faced with countless challenges, resistance and objective and subjective limits, the curricular practices of the research participants, aimed at teaching literacy, were affected. The research results reveal that the inclusion of TDIC in EJA curricular practices needs to be understood not only as a process of instrumentalizing the educator and the student from the perspective of digital literacy. It needs to be understood in the context of legal law, within the scope of the reparative, equalizing and qualifying functions defined to EJA, being added to the curricular construction as a need for education in EJA.