Aprendizagem significativa na educação de jovens e adultos

Abstract

This final course work sought to deepen the theoretical interfaces of meaningful learning, considering the curricula and contents associated with interdisciplinarity, as an alternative to active methodology through the development of projects. After completing the supervised internship in Youth and Adult Education, in a public school in the north of Rio Grande do Sul, it was identified that the educational institution promoted this pedagogical practice with all classes, and it is common knowledge that the development of projects can be understood as an important pedagogical instrument in the construction of knowledge, providing broad participation of students, as well as in the development of individual skills that, in an articulated way, can be at the service of the construction of systematized and socially accepted knowledge. Subsequently, after this initial analysis, a survey was developed through field research, considering as a strategic audience the students of this educational institution who are attending the EJA modality, a stage of night-time high school, collecting perceptions and feelings about the development of projects in the classroom through a semi-structured questionnaire, to then proceed with the analyses and interpretations of the information collected, which are the object of this document.