A Educação Física na Modalidade de Educação de Jovens e Adultos

Abstract

The object of this research is physical education in youth and adult education. Its guiding question is: how are the structuring contents of Physical Education worked with the students of EJA? EJA is an educational modality aimed at those who did not have access or continuity of studies in elementary or high school at the appropriate age. The students are characterized as a heterogeneous public, formed by men and women, young, adults and elderly, black and white, employed or unemployed who seek qualification and better job offers. Thus, it aimed to investigate physical education in youth and adult education in the public network of the state of Paraná and as specific objectives: to relate physical education, youth and adult education and the debates about inclusive principles; to problematize physical education considering the characteristics of the public served by EJA; to understand how physical education teachers, from the public network of Paraná, plan their classes facing the specificities of EJA students. The methodology adopted for this study is based on authors who deal with inclusive education, physical education, and youth and adult education. For data collection, a questionnaire with open and closed questions was prepared for physical education teachers who work in Youth and Adult Education in the region of Ponta Grossa, PR. From the articulation of the concept of inclusion, the principles of inclusive education are discussed, aligned to a more democratic, fair and egalitarian society. In this direction, we try to articulate physical education and youth and adult education with the need to promote the principles of inclusive education in this modality. The analysis showed that the educational work with EJA students is challenging, since it demands conditions related to school structure, materials, and pedagogical resources available at school. However, the teachers participating in the research reported a concern with the specificities of young adults and working with all the contents defined in the state curriculum. Certainly, there are obstacles that hinder the educational work of physical education in EJA, but with the articulation of joint actions between public managers and education professionals, there are possibilities to strengthen the role of schools and promote the improvement of the quality of education, enabling the realization of the right to education for all people.