2025-04-232025-04-232019-08-28SANTOS, Adenilza dos. Educação de Jovens e Adultos - EJA: uma análise da prática de ensino dos docentes na turma de 3ª etapa de 2018 da E.M.E.F. Professora Dinorá Tavares Gonçalves. Orientador: Adalberto Portilho Costa. 2019. 66 f. Trabalho de Conclusão Curso (Licenciatura em Pedagogia) – Faculdade de Educação, Campus Universitário do Tocantins/Cametá, Universidade Federal do Pará, Cametá, 2019. Disponível em: https://bdm.ufpa.br/handle/prefix/7998. Acesso em:.https://bdm.ufpa.br/handle/prefix/7998The research entitled Youth and Adult Education-EJA: an analysis of the pedagogical practice of teachers in the 3 rd stage class of EMEF Dinorá Tavares Gonçalves, aims to identify the methods and practices that teachers have been adopting in this school, as well as the ability to stimulate, excite and engage EJA students with a view to improving pass rates. The development took place through a qualitative approach, based on bibliographic study and field research, the methodological procedures used were observation, interviews and questionnaire. Authors such as FREIRE (1996), SILVA (2013), MCLAREN (1997), PIMENTA (1995), LIBANÊO (1997, MIZUKAMI (1986, SAVIANI (2007) and CANDAU (2010)) were some of the theorists who supported this work. The first part deals with a historical contextualization of Youth and Adult Education in Brazil and the current perspectives, also considering the development of this modality in the city of Cametá, as it appears in the Dinorá Tavares school and who are the subjects that compose the EJA in this institution, the second portrays the teaching methods and practices of teaching, considering the curriculum in this process and the third presents specifically the data obtained in this research, where the methods and practices used in EJA in this school are only traditional and without planning by art of the teachers. Teachers and do not attract students' attention, the challenges focus mainly on the tiredness of teachers as they come from a busy day resource, as a consequence those who continue to graduate with little reflective knowledge, others show lack of interest some give up. Thus, it is up to the teacher, even in the face of many impasses, to find ways to facilitate learning in order to stimulate the interest of his students, to encourage them to feel like studying and to involve them so that they feel part of this process, using methodologies. In its practice, it not only transmits the content, but also contributes to their formation as critical and reflective subjects, understanding the environment in which they are inserted.Acesso AbertoEJAMétodos e Práticas docentesE.M.E.F Dinorá Tavares GonçalvesTeaching Methods and PracticesCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINOTrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivatives 4.0 International