Freire and Gramsci's contributions to think EJA in the pandemic
The article shares reflections from students of Youth and Adult Education (EJA) in Goiás, in the context of the COVID-19 Pandemic, based on the assumptions of Antonio Gramsci and Paulo Freire about the subject who learns and the role of education. Based on the voices of the students, in dialogue wit...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Federal de Alagoas (UFAL) |
| Repositorio: | Debates em Educação |
| Idioma: | portugués |
| OAI Identifier: | oai:www.seer.ufal.br:article/12054 |
| Acceso en línea: | https://www.seer.ufal.br/index.php/debateseducacao/article/view/12054 |
| Access Level: | acceso abierto |
| Palabra clave: | Youth and Adult Education Pandemic Paulo Freire Antonio Gramsci Educação de Jovens e Adultos Pandemia |
| Sumario: | The article shares reflections from students of Youth and Adult Education (EJA) in Goiás, in the context of the COVID-19 Pandemic, based on the assumptions of Antonio Gramsci and Paulo Freire about the subject who learns and the role of education. Based on the voices of the students, in dialogue with Gramscian and Freirean conceptions, it is discussed how historically produced knowledge is accessed under the special regime of non-presence classes (Reanp) adopted in Goiás. The challenges and limitations identified in the study reinforce the need to ensure that EJA students have access to knowledge, in a transformative, conscientious and liberating perspective, in line with a "disinterested" school that is not submitted to the interests of the capital. |
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