(Re) pensando o ensino de história na educação de jovens e adultos em três escolas da rede municipal de Milagres-Bahia

Abstract

This article is the result of a master's thesis that deals with History Teaching at EJA. The objective of this study was to analyze the practice of teaching History in Youth and Adult Education in three schools in the municipality of Milagres/Bahia, with the purpose of verify the following problems: To what extent has the teaching of History at EJA enabled the formation of critical subjects? What are the difficulties encountered by History teachers who work at EJA? How could continued training contribute to improving the quality of History teaching at EJA? The methodological path was constituted through collaborative research within a qualitative approach that included the participation of five teachers, a coordinator and fifteen students. To produce the data, semi-structured questionnaires and conversation circles were used. For theoretical foundation, we resorted to studies by Freire (1996), Tardif (2000), Pinsky and Pinsky, (2016), which address pedagogical practice in EJA, as a field of human, social, research and emancipation training; Fonseca (2003, 2009), Nikitiuk (2012), Capucho (2012), Tavares (2018), among others who deal with the teaching of History as a perspective of change and human formation.