Um olhar sobre a experiência de sujeitos da EJA/TEC à luz da teoria da relação com o Saber

Abstract

This study aimed to investigate the experience of EJA-TEC students from the perspective of the relationship with knowledge, with emphasis on the thinking of Bernard Charlot. The justification comes from the power to reflect on the quality of education offered in EJA based on conceptual instruments arising from the theory of the relationship with knowledge, highlighting the process of production of meanings for the study activity; the notion of relationship is understood as a set of meanings and space of activities of the subject, inscribed in a time. Methodologically, we took the narrative method as a reference, therefore, we configured a Narrative Research based on a qualitative approach, where the data will be produced through narrative interviews. In this sense, the study raises a pedagogical and epistemological debate, where the authors outline a clear distinction between learning and knowing, and argue that the different objects of learning imply different types of subject activities, their effects on learning, as well as possible gaps, thought in the light of researchers who corroborate the aforementioned theme, such as Charlot (2000, 2005, 2008, 2013 and 2021); Freire (1996, 2009); and Ribeiro Júnior (2022). In the end, we conclude that Bernard Charlot's TRS and the interviewee's narrative present us with a theoretical perspective that allows us to understand how subjects construct their knowledge, their identity and their behaviors in relation to school knowledge. In this context, we identify that students are concerned with completing the course and, consequently, certification; however, the form adopted by EJA-TEC to evaluate students does not guarantee the effectiveness and quality of teaching. Another factor that compromises the effectiveness of learning is the lack of time for students to dedicate themselves more consistently to studying, negatively affecting their educational experiences.