Planejamento pedagógico da educação de jovens e adultos integrada à educação profissional tecnológica (EJA/EPT): concepções teórico-metodológicas em questão

Abstract

This article presents the findings of a qualitative PIBIC research project, focusing on bibliographic research and document analysis. The study aimed to understand, through pedagogical planning, the predominant theoretical-methodological conceptions within these documents that constitute the pedagogical practice of teachers in Youth and Adult Education/Professional and Technological Education (EJA/EPT) courses from 2021 to 2023. The research problem was: What theoretical-methodological conceptions underpin the pedagogical planning of EJA/EPT teachers at Ifal? These conceptions were analyzed within two scopes: those that empower (Freire, 1996) and promote student criticality, or those that are prescriptive, as advocated by the National Common Curricular Base (BNCC, 2017). This study was part of a master research project titled "Permanence and school organizational culture in Proeja: the construction of learning communities," coordinated by the Federal University of Alagoas (Ufal) in partnership with the University of Porto (UPorto - Portugal) and the Federal Institute of Alagoas (Ifal). The study was conducted across two campuses (A and B), using pedagogical plans as the object of study. The findings were organized, categorized, and analyzed based on the analytical procedures of qualitative research. Out of the 14 plans that formed the corpus, 08 indicated a predominant empowering perspective, while 06 showed a prescriptive educational stance. The research provided support to the master project by informing an interventional-collaborative approach to teachers' pedagogical practices in the classroom.