THE MULTIPLICITY OF KNOWLEDGE IN THE PEDAGOGICAL PRACTICE OF YOUTH AND ADULT EDUCATION: DIALOGUES FROM THE TEXTBOOK

This paper presents an excerpt from a Master's research carried out with the Graduate Program in Education of the Federal University of Paraiba (PPGE / UFPB) on Youth and Adult Education (EJA) in a rural school, located in a municipality in Lagoa de Dentro - Paraiba, which aimed to understand how the relationship of knowledge in the EJA occurs from the use of the textbook. The problem that guided the discussions was the multiplicity of knowledge that permeated the pedagogical practices of EJA, taking as a touchstone, the textbook, EJA Moderna (2003). It is a research with a qualitative approach and the case study was adopted as a methodological procedure. First, reflections are presented about the historical dimensions, pedagogical policies, of the textbook in the context of EJA. Then, we seek to reflect on the pedagogical practice of EJA as a space for interactivity of knowledge. Finally, situations are explained that allow us to understand the EJA classroom as a space of multiple knowledge. As final considerations, the daily life of Youth and Adult Education is revealed as a plural space that is not limited to the knowledge of textbooks; constitutes knowledge endowed with subjectivities, representations, intentionalities, meanings and historicities that give life to a specific identity that encompasses the knowledge of the students and the teacher.