O projeto EJA-TEC em Goiás: o trabalho docente na educação de jovens e adultos a distância

Abstract

The research aims to analyze the work of teachers in the Distance Education Youth and Adult Education Program in the State of Goiás, called EJA-TEC. The research adopts a predominantly qualitative approach, theoretically grounded by national authors such as Arroyo (2000, 2017), Machado (1998, 2016), Rodrigues and Machado (2014), and international authors such as Mészáros (2006, 2008), Schwartz (2011), Marx (1844, 1996, 2013), among others in the areas of public policies related to teaching work, distance education, and youth and adult education, such as Peixoto (2015, 2021), Almeida (2018), Alves (2018), Antunes (2009), Castro (2011, 2018), and Rosa (2015). The field study was conducted in two hub schools in the State of Goiás and included semi-structured interviews with seven teachers. The specific objectives encompass the analysis of documents containing guidelines for teaching work in the EJA-TEC Program, understanding the development of teaching activity planning, and apprehending the didactic-pedagogical strategies used by teachers. The theoretical orientation of the research incorporates concepts such as teaching work, alienation of work, use of technologies in distance education (especially WhatsApp), and teaching autonomy, also seeking the contribution of other disciplinary fields. Four important axes were identified through data analysis: a) teacher planning in its materiality; b) standardization of teaching materials in the program; c) the use of the WhatsApp platform as a pedagogical tool; d) students' difficulties in accessing the program's platform. The results show that the State of Goiás Education Department implemented the EJA-TEC program urgently, without appropriate dialogue with educational agents and without adequately considering teaching work. The synthesis reveals that the educational policies of the State of Goiás tend to follow guidelines from International Organizations, neglecting the local reality. The research highlights the need to give greater importance to the teacher's work, considering their functions, their role in public education, and their relevance to the course's pedagogical project. It is worth noting that teaching work and the program itself need to consider the specificities of youth and adults, as highlighted in the Law of Guidelines and Bases of Education of 1996 and Opinion 11/2000.