Teaching And Learning With Youths And Adults: Conceptions And Experiences Of History Teachers In Rio De Janeiro

Abstract

This article presents the conceptions and experiences of History teachers working in the Youth and Adult Education Program (PEJA) in the city of Rio de Janeiro, specifically in the Youth and Adult Education in Elementary School modality. It examines aspects the elements of teaching practice that contribute to a significant learning of historical knowledge by students in the school context, considering that young people and adults have specific modes of learning and should be incorporated into their learning processes. The research employed a qualitative methodology, using questionnaires and interviews with program teachers. In this view, the central element indicated by the teachers participating in the research was that, in the process of curriculum construction that they experience for the learning processes of the students, it is essential to adapt the school contents to the social and cognitive reality of the student, considering, with this doing, that young people and adults can effectively constitute themselves as subjects of learning and knowledge and that this process directly determines pedagogical options that teachers establish in the scope of the selection of contents, the dialogicity in the teaching and learning processes and the valorization and incorporation of the knowledge of the life experiences of these students.