História de mulheres em alfabetização na EJA, no contexto da pandemia, no município de Simões Filho-BA

Abstract

The literacy process is a unique moment in people's lives, especially for those who did not have the opportunity during childhood and adolescence, reaching adulthood without knowing how to read and write. Throughout history, women have been severely repressed and have struggled to assert their place in society, given all the discrimination they have suffered and which are perpetuated, on some occasions, in more subtle ways today. There are still many ways to go so that we are respected and recognized in society. Studying the reality and challenges experienced by women in the literacy process motivate this research. Specifically, the present work proposal constitutes a study on the literacy process of women in Youth and Adult Education (EJA) in the municipality of Simões Filho (BA), considering the context of the pandemic caused by the new coronavirus (SARS) CoV-2). The theoretical basis for this dissertation came from the main theorists: Paulo Freire, Magda Soares, Tânia Maria de Melo Moura, Nilma Lino Gomes, Maria do Rosario Longo Mortatti, Ana Maria Freire, Ana Maria de Oliveira Galvão, Maria Clara Di Pierro , Lélia Gonzalez, Helena Hirata, Heleieth Saffioti and bell hooks, Angela Davis. In view of the context presented, the dissertation has the general objective: to analyze the social and educational factors of the stories of women in Youth and Adult Education in the Simões Filho-BA teaching network and the impacts of the pandemic, caused by the new coronavirus (SARS-CoV). Its specific objectives are: a) to contextualize remote teaching in EJA from the public policies of EJA of the municipal network of Simões Filho regarding the guarantee of literacy in the perspective of literacy during the pandemic; b) to identify the profile of EJA students from the Municipal Network of Simões Filho-BA, considering gender, race and social class and their consequences in the literacy process from the perspective of literacy and c) to investigate the difficulties experienced by women in the process of literacy from the perspective of literacy in EJA in the municipality of Simões Filho-BA, considering the context of the pandemic. The pandemic has brought many challenges for educators. It was a period in which educators had to reinvent themselves to address the educational needs made worse by the two years of the health crisis. The consequences are still present in the return to face-to-face classes: absence of students, low attendance and increased learning difficulties in relation to reading and writing. The examination of documents on teaching during the pandemic period led to the analysis that remote teaching in EJA did not consider the specificities of the modality of youth and adult education, admitting that not even the municipality was concerned with having a specific orientation for EJA. The narratives reveal these consequences, illustrating how much the period, due to the socio-political context of the country, was a moment of widening inequalities of race, gender and social class. As suggestions, we highlight the importance of developing EJA pedagogical activities based on Freire's principles, enhancing the specificities of youth and adult education to make the literacy process truly meaningful and transformative.