O social nas práticas escolares: o letramento e o ensino de história na educação de jovens e adultos (EJA) em Paracatu – MG (2012 – 2022)

Abstract

This master's dissertation analyzes the dynamics of social functioning in school practices and the teaching of History, with the main objective of understanding how they can contribute to the consolidation of literacy and reading skills of young and adult students in Elementary Education - Final Years of the Youth and Adult Education (EJA). To do so, it examines the historical and social trajectory of a group of students, combined with the implementation of EJA programs in Brazil. This study also relies on the investigation of federal and state educational resolutions and legislation related to the literacy of young adults. A specific research focus was carried out at the Cacilda Caetano de Souza Municipal School, located in Paracatu-MG. The research timeframe covered the period from 2012 to 2022, during which part of the formative efforts of a group of EJA students from the aforementioned school was observed. In terms of methodology, the strategy involved analyzing how a group of students and former students consider important aspects of their experiences. To generate data, the researcher adopted the technique of a focus group and the application of questionnaires. The questionnaires were administered by the responsible researcher to obtain insights into how the participants perceive and process their personal and collective trajectories. The questionnaire data were tabulated and analyzed, with the responses treated using graphs to construct the profile of EJA in the municipality of Paracatu- MG. During History classes, which were used as a focus group and a stimulus for learning, an enhanced performance was observed, facilitated by workshop classes and pedagogical intervention activities. The results underscore the significance of the History teacher in today's society, as a transformative agent through their pedagogical work in the classroom. Additionally, they point to a continuous political advocacy to materialize laws at the school level, emphasizing the crucial role of idealistic teachers, researchers, and facilitators of the teaching and learning process.