O protagonismo dos estudantes da EJA: experiências pedagógicas no estágio supervisionado IV

Abstract

This article presents a report on didactic experiences lived during the Supervised Internship IV of the Pedagogy Degree at the Center of Education of the Federal University of Alagoas (UFAL), developed within the Youth and Adult Education (EJA) modality at the Paulo Henrique Costa Bandeira Municipal School in Maceió (AL) in 2025. The study is guided by the question: can pedagogical practices that value the identity and life experiences of EJA students contribute to literacy and social literacy processes, strengthening self-esteem and the sense of belonging to the school environment? As a general objective, it seeks to analyze the contributions of such practices to the development of reading and writing, considering the link between valuing life trajectories and student retention. The research adopts a qualitative approach advocated by Minayo (2012), articulated with the experience report, understood as a possibility to highlight concrete practices, formative processes, and learning that emerge from daily educational routines. This perspective, as discussed by Flores, Almeida, and Mussi (2021), guided the analysis of the internship experiences by allowing an understanding of the interactions, challenges, and meanings attributed by the students to the pedagogical practices developed, in line with the critical conception of Freire (1970; 1996), the studies of Ferreiro and Teberosky (1999), and others. The results show that valuing the experiences and singularities of the learners contributes to the redefinition of the educational process, promoting advancements in literacy, social literacy, and the strengthening of self-esteem. Furthermore, such practices proved fundamental to encourage school retention and foster student agency, reaffirming EJA as a space for learning, the exchange of knowledge, and the exercise of citizenship.