Sujeitos da EJA: uma discussão intergeracional

Abstract

With the increasing youthization of the EJA public and the return of elderly subjects to school, intergenerational differences have been established between students. Thus, considering the heterogeneity in the students' profile, as well as the differences between generations within the classroom, this article aims to analyze who the subjects of EJA are in the current scenario of Brazilian education. The understanding of the data is mainly based on the research of Peres (2011), Pereira (2011), Pereira (2019) and Miron, Schardosim (2021) and Andrade (2022). The literature analysis carried out shows that the challenges lie in the fact that EJA is often considered an escape valve for various educational problems. Furthermore, teachers, elderly and young students face difficulties in coexistence: the former often feel disturbed by the presence of younger students; these, in turn, often show demotivation and lack of interest. To mitigate such conflicts, it is essential to develop and implement affirmative educational policies. It is also essential to promote dialogue between students, between students and teachers, and between all actors involved in the construction of education and in dialogue with public authorities. For the proposed measures to be effective, it is essential that the dialogue is continuous and inclusive, respecting the primary purpose of EJA: to serve everyone.