THE TEACHING-LEARNING PROCESS AND THE IDENTITY FORMATION OF EJA STUDENTS: A BIBLIOGRAPHIC REVIEW

• DOI: 10.22533/at.ed.5583322306091

• Palavras-chave: Youth and Adult Education-EJA. EJA student identity. Teaching and Learning in EJA.

• Keywords: Youth and Adult Education-EJA. EJA student identity. Teaching and Learning in EJA.

• Abstract:

  Affective relationships are present in human evolution and are part of its nature, interfering positively or negatively in the process of apprehending historically constructed knowledge. Understanding relationships by attributing meaning to events, considering not only the current scenario, but also understanding the past, are important elements to situate the present. Implying the ability to reflect, analyze, become aware of what is known, thus changing the concepts themselves, seeking new information, replacing old "truths" with transitory theories, resulting from the rapid scientific and technological evolution and its influence on the development of humanity. In the teacher-student relationship, knowledge of the world and affection stand out as an invitation to the educator to reflect on the value of an education based on respect and love for students. In this sense, this article aims to analyze the importance of building identity in the teaching-learning process of Youth and Adult Education - EJA students. This is a bibliographical study based on documents and works written by recognized authors in the area. Theoretically, the discussion is based on Freire (1989), Alves (2000), Hernández (1998), Kleiman (2012), Bagno (2007), Faraco (2008), Santos Marques (2012), and on legal documents: the Education Guidelines and Bases Law (LDB) 9394/1996 and the Brazilian Federal Constitution. The research showed that it is through the interrelation that interaction with the environment and the construction of a highly involving and significant knowledge, fundamental in the teaching-learning process, takes place. Thus, it is necessary to adapt the teaching-learning process to the students' peculiarities, so that training in EJA contributes to the construction of the society that awaits them. Teachers must attend not only to the diversity of abilities, but to the interests of students, making them critical citizens, ensuring situations that promote their development and the achievement of better living conditions.