Uma proposta para a educação de jovens e adultos baseada na metodologia de projetos de aprendizagem

Abstract

Understanding the methodology of Learning Projects as an alternative proposal for Youth and Adult Education (EJA) considering its context, its needs, its diversities, seeking more humane space was the proposal of this research of the pedagogical intervention type. The research was developed at EEEM 20 de Setembro, located in the municipality of Arroio Grande, in the interior of Rio Grande do Sul. The subjects participating in the intervention-research were students enrolled in the EJA modality, in the year 2019, in the first semester, in all 8. The EJA built a history committed to the popular classes and considers the knowledge and knowledge that the subjects ac cumulated in their life trajectories as a starting point for the dialogue between popular knowledge, school knowledge and social knowledge. Establishing this dialogue is the guarantee of the right to knowledge. In this perspective, it is appropriate to insert the Learning Projects as a methodological proposal, since they propose that the activity appears in the subject in its context, interests and history, favor cooperative learning, reciprocal exchanges and mutual respect, in a perspective of popular education. The pedagogical intervention took place in 9 meetings, of 50 minutes in the discipline of Sociology, which is part of the Human Sciences area. This activity was carried out as a methodological proposal for the construction of knowledge from the citizen's perspective, in which the knowledge built is an articulator of social transformation. In order to carry out the evaluation of the pedagogical intervention, participant observation and the conversation circle were used as instruments. In this way, the research subjects expressed their opinions about the methodological proposal. In the analysis of the results, two categories were constructed based on the data obtained: Project-based learning at EJA addressing how the knowledge was structured, whether learning was satisfactory and what the students saw; and the “Approach to social problems in EJA”, bringing the possibility of structuring the knowledge of EJA students from their understanding of the world. Considering the analyzes carried out, it is possible to build knowledge through the development of the Learning Projects methodology for EJA students, approaching the context, the needs and dialoguing with the different types of knowledge, articulating knowledge and social reality.