POLÍTICAS EDUCACIONAIS E A INSERÇÃO DAS TECNOLOGIAS (TICS) NA EDUCAÇÃO DE JOVENS E ADULTOS

Abstract

This dissertation is part of the line of research Education, Institutions and Educational Policies (EIPE), of the Graduate Program in Stricto Sensu Education, at Faculdade de Inhumas – FacMais. This research has the general objective of understanding Youth and Adult Education (EJA) in the context of educational policies and the insertion of Information and Communication Technologies in Education (ICTs). with the time frame of the 60's to contemporaneity the specific objectives are: l) To analyze aspects of public policies and insertion of ICT in the curriculum in the EJA modality; ll) Present a brief summary on Youth and Adult Education between the years 1963 and 2023; lll) Discuss some elements of Youth and Adult Education and the requirements for the world of work. In this sense, the guiding questions of this study are: What are the educational policies that have supported EJA? What are the challenges faced by teachers and students with the insertion of technologies (ICTs) in youth and adult education? What contributions can EJA bring so that students of this modality can enter the job market and have the same opportunities as others? To answer these questions, a bibliographical research was carried out using authors such as Freire (1967), Arroyo (2006), Amorim (2017), Di Pierro (2001), Haddad (1991), Libâneo (2016), Moran (2014), among others. The timeframe of the research will be from the 1960s to the present day with the insertion of digital technologies in the teaching-learning process in the EJA modality. It is concluded that EJA is historically presented as one of the most vulnerable teaching modalities, formed almost entirely by students who already have a history of dropping out and exclusion from the schooling process, marked by the ineffectiveness of public policies as well as the challenge of training and application of (ICTs) of educational technologies for teachers and students, this modality is an effective part of the educational system in our country, numerous projects, laws and methodologies were designed and put into action in favor of the right to education, PNE (2014- 2024). However, there are still weaknesses for these students to actually develop the necessary skills to develop their autonomy and criticality.