Didática e EJA: mapeamento da produção acadêmica na última década (2014-2024)

Abstract

This article aims to analyze the production of knowledge on Didactics in Adult Education (EJA) published in journals over the past decade (2014-2024), with the purpose of understanding how this production contributes to the pedagogical field of EJA. The guiding question for this study was: How is the production of knowledge on Didactics in EJA, published in journals over the last decade (2014-2024), configured? To answer this question and achieve the proposed objectives, a qualitative approach was adopted, following the bibliographic research method outlined by Lima and Mioto (2007). Through a survey and analysis of articles, the findings indicate that academic production on Didactics in this modality remains limited. Although Didactics in EJA has been the subject of studies, significant challenges persist, such as the lack of specific teacher training and the predominance of traditional teaching methods. The analyzed articles converge on the idea that pedagogical practices in EJA must be transformed, valuing students' life experiences and promoting emancipatory and inclusive education. It is concluded that Didactics in EJA should be rethought from a perspective that recognizes students as historical subjects and fosters the collective construction of knowledge.