Práticas pedagógicas da/na EJA em tempos de pandemia: desafios no ensino remoto

Abstract

This article aims to analyze the challenges faced by teachers in their pedagogical practices in EJA classes, in the context of the Covid-19 pandemic, in the city of Maceió. It is understood that in the pandemic scenario, Youth and Adult Education presents itself as one of the most vulnerable types of education, especially due to the social aspects of the students. This research is characterized as qualitative, from February to May 2021, with data collection being carried out through an online form. The methodological approach is a case study with a qualitative approach and bibliographical research. To corroborate, we have the theorists: Moreira; Sclemmer (2020); Cavalcante (2017); Moreira, Henrique and Barros (2020); Santos (2020); Gonçalves (2020) Arruda (2020). The study pointed out mediation and interaction in remote education as a great challenge for EJA teachers and students in the period of social isolation. Many socioeconomic difficulties in accessing classes were revealed, the situation of social inequality of students stood out, exposing the lack of access to technology, insufficient data package, unemployment and economic crisis present in the reality of EJA students, all of this in many situations prevented successful remote education in EJA.