THE PRACTICE OF ADULT LITERACY IN ANALYSIS

between challenges and limits

Abstract

This article aims to reflect on a literacy practice for Youth and Adult Education (EJA) offered by a public education system in the context of the Covid-19 pandemic. The presupposition of this work starts from the statement that a literacy practice in relation to EJA must start from the subjects contextualized by their history. Methodologically, it is a qualitative and quantitative study, based on a bibliographic research and on documental sources, carried out in two public schools. A questionnaire was applied alongside teachers and students of Cycles I and II of EJA. The organization and treatment of data are based on content analysis. The data indicate that teachers face limits in literacy activities done through the remote format: monitoring educational performance through reading and writing activities, maintaining social isolation and not having access to other technological resources. Regarding the students, the precariousness in the use of data to keep up with classes, the absence of the teacher for pedagogical support and the difficulty in handling the cell phone are challenges in the offering of remote teaching. In general, social isolation produces worrying effects on the fragile relationship between the right to have an education and the subjects of EJA. In the history of Brazilian education, despite the advances in the relationship between EJA and literacy, it is impossible, both in practice and in theory, to ignore the data collected in this investigation, which highlight the worrying effects of literacy practices offered in remote or hybrid modalities.