Percepções de docentes sobre suas experiências na EJA nas modalidades de ensino a distância e de ensino remoto emergencial

Abstract

Youth and Adult Education (EJA) is a modality created to include individuals who did not complete Basic Education for various reasons. Composed of a diverse group, EJA requires special attention due to its particularities, and it is notable that it is a modality that presents advances and setbacks regarding the appreciation of the professionals involved. Starting in 2019, distance EJA was created, and soon after, due to the COVID-19 pandemic, emergency remote learning was implemented. In both cases, EJA teachers and students had to adapt to processes mediated by Digital Information and Communication Technologies (TDICs). Given the possibilities of EJA and distance learning, we decided to investigate teachers' perceptions of their experiences in EJA, both in distance learning and emergency remote learning modalities. This dissertation was developed within the scope of the Professional Master's Program in Teaching in Basic Education of the Stricto Sensu Postgraduate Program of the Center for Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás (UFG). As a result of the research process, an educational product was developed, entitled "Network of Knowledge: Connecting Teachers to Digital Resources for Teaching Training and Practice." The product was structured to connect teachers with official digital resources, aiming to improve their teaching practices. To this end, the material is organized into two complementary axes: (i) practical tutorials for using the EJATec and Moodle platforms, with an emphasis on learning mediation in EJA; and (ii) institutional videos promoting and providing guidance on the continuing education services offered by CEPFOR and the Integrated Center for Postgraduate Monitoring (CIAR-UFG). The research problem was: What are the perceptions of History and Physical Education teachers in Basic Education regarding distance learning and emergency remote learning? The objective is to determine the perceptions of History and Physical Education teachers in Basic Education regarding distance learning and emergency remote learning. The study was developed based on interviews with EJA teachers, and its analysis was based on the Content Analysis technique. The data revealed that the interviewed teachers face many challenges in their daily work, such as lack of student participation, limited access to TDICs, difficulties with reading and writing that compromise content understanding, lack of dissemination of distance learning and adult education, precarious teaching practices, and a lack of continuing education for teachers to better equip them to use TDICs.