Youth and Adult Education

a look at curricular components of the Degree in Mathematics in Universities in the Northeast

Abstract

Youth and Adult Education (EJA) is a teaching modality that aims to serve individuals who, for various reasons, did not complete Basic Education within the regulatory time frame. Therefore, this article aims to analyze the offer of curricular components that deal with EJA in Mathematics Degree courses at State Universities in the Northeast, bearing in mind that EJA, in the educational sphere, is seen as the regular modality, in which it is important that educational practices are developed based on the context in which students are inserted. The research developed had a qualitative and bibliographical nature, data collection was carried out through the Course Pedagogical Project - PPC of Mathematics Degree courses at State Universities in the Northeast. Data analysis was based on categories that emerged from reading the syllabi, namely: a) Educational Practices at EJA; b) Challenges and Perspectives in Educator Training; and, c) History of EJA. It is observed that subjects that specifically deal with EJA, in some universities, are not yet offered. Furthermore, when they are offered, they are optional, allowing the student to take the course or not. In this sense, it is important to reflect on the importance that EJA is made visible in order to think about educational practices that meet the needs of individuals immersed in the teaching and learning process, as well as that public policies are promoted in favor of the modality, guaranteeing the rights and functions for development that aims to promote efficient learning and the retention of students in the educational setting.