As contribuições das tecnologias digitais da informação e comunicação (TDIC) na educação de jovens e adultos (EJA) em uma célula de Fortaleza

Abstract

This study addresses the integration of Information and Communication Technologies (ICT) in the context of Education for Youth and Adults (EJA), considering their potential to strengthen literacy and digital inclusion. The research starts from the following question: how can ICT be integrated into the pedagogical practices of EJA in a way that contributes to literacy processes and to the digital inclusion of students in Elementary Education – EJA II, in the municipality of Fortaleza? The objective of the study is to analyze and understand the possibilities for ICT integration in the teaching and learning process of EJA, identifying challenges faced by teachers, as well as the ways in which students appropriate these technologies, with a view to developing a digital pedagogical resource that contributes to educational practice. The research is characterized as qualitative, applied in nature, with data collection procedures through structured questionnaires in online forms and interpretive analysis of the information obtained. The study is grounded in the theoretical contributions of John Dewey and Lev Vygotsky, regarding learning as a social and experiential process, as well as in Paulo Freire’s dialogical and emancipatory perspective of education. In the realm of technologies and creative learning, it draws on Mitchel Resnick’s propositions, especially the concept of the “Kindergarten for Life” and the four principles of creative learning: projects, passion, peers, and thinking playfully. As an educational product of the research, an educational e-book was developed for EJA, organized around reading and writing activities mediated by ICT, promoting collaborative practices, authorship, experimentation, and the articulation between language, technology, and the social reality of the learners. The results indicate that, although there are challenges related to access, technology proficiency, and institutional conditions, ICTs hold significant potential to expand literacy practices, foster active student participation, and promote digital inclusion processes. It is concluded that the critical and pedagogical integration of technologies can contribute to more creative, inclusive, and socially meaningful educational practices in Education for Youth and Adults.