Práticas pedagógicas desenvolvidas junto a educandos com deficiência da modalidade da Educação de Jovens e Adultos

Abstract

This work explores the interface between Youth and Adult Education and Special Education. The objective was to analyze how, throughout the school year, pedagogical practices were implemented in the teaching and learning process of students with disabilities in the Youth and Adult Education modality, in a public school in the city of Macapá-AP. In view of this, the methodological path was chosen to be research through a case study, organized into topics that explore the training of educators, the articulation between the school community and the development of pedagogical practice, covering the knowledge necessary for educators and challenges and facilities in planning, practice and evaluation. To guide the research and observe concepts and axes of discussion, theoretical references were used, and for data collection: bibliographical review with a focus on the practice of educators, and semi-structured interviews with class leader educators, educators in Specialized Educational Service and with the pedagogical coordinator, in a public school in the Early Years Elementary School stage, in Macapá. The analysis of the narratives and plans made available allowed us to observe and conclude that pedagogical practices have a direct relationship with a set of external and subjective factors, which generate an impact on the teaching and learning of students, and concomitantly on school inclusion. school dropout, which impacts is impacted by pedagogical practices, since financial resources are passed on to schools according to the presence of the number of students who are enrolled and attend the institution, and the poor structural and physical conditions of the school are identified as the greatest impediment to the implementation of pedagogical practices. Furthermore, student dropout is influenced by pedagogical practices, so that practices that are disconnected from the student's reality are discouraging. From this, the role of everyone is highlighted as agents responsible for guaranteeing access and school inclusionin EJA, through work that relates theory to practice, with the aim of generating participation and preventing students from disbelieving in the teaching and give up on their training.