A afetividade na Educação de Jovens e Adultos: contribuições para o ensino e aprendizado na Escola Estadual Professora Maria Montezuma, Natal/RN

Abstract

Youth and Adult Education is a constitutionally legitimized form of education, but which historically faces several challenges in the Brazilian reality. The public for whom this modality is intended is marked by various social issues and stigmas that permeate the teaching and learning process. This demonstrates that education in this scenario requires foundations beyond the purely cognitive processes of learning to read and write. Therefore, pedagogical action at EJA requires the educator to pay close attention to the specificities of this audience. In view of this, the present article aims to discuss the perceptions of teachers of Youth and Adult Education at Escola Estadual Professora Maria Montezuma on the contributions of affectivity in the teaching and learning process.In this sense, qualitative research was developed, where participant observation was carried out in the three EJA classes at the school in question and comprehensive interviews with the respective teachers were carried out. The data obtained in the investigation were analyzed using the contributions of Wallon, Freire and Di Pierro as the main theoretical support. Thus, it was possible to verify that affective relationships are important aspects for the teaching and learning process at EJA, presenting themselves as one of the main factors in combating school dropout and a facilitating element for the development of student learning. Therefore, it is clear that affectivity in the education of young people and adults is a topic that requires greater depth.