Saberes docentes: a prática pedagógica para a educação de idosos na EJA ; Teaching knowledge: pedagogical practice for elderly education in EJA

Acompanha produção técnica: Guia didático: o idoso volta à escola ; When one seeks to reflect on the Brazilian educational process, one always thinks of contextualizing it in a broad way without taking into account the population segments that are part of this process, such as the elderly who seek to improve their living conditions through teaching. . In this sense, when being attentive to the educational principles related to the elderly, present in the educational system, understanding the configurations that are present is of paramount importance. Among this, it is necessary to understand the role of the teacher and the applicability used during the transmission of knowledge. That said, the objective of this work was to analyze the pedagogical practice of teachers who work in the EJA teaching modality of the public network in Castro (Paraná State), in relation to teaching the elderly. Methodologically, the organizational support is centered on the principles of applied research, with a qualitative and quantitative approach, based on the basic principles of the case study. In this assumption, theoretical support was sought from renowned authors who dedicate their studies related to educational practice, among them Nóvoa (1991), Freire (1991), Romanelli (1998), Tanuri (2000), Saviani (2011), Pimenta and Lima (2012), Tardif (2014). The proposed study population is centered on a sample of thirty teachers who work in the public network in the city of Castro, in the EJA modality. For data collection, a semi-structured questionnaire consisting of twenty questions was used with 26 respondents. For the analysis of the data, the indicators of the Content Analysis were used. Subsequently, the analysis and discussion of the data was carried out through descriptive and conventional statistics and later through Data Mining. The results obtained point to the need to develop diversified pedagogical practices, which are linked to the reality of the elderly student. It is concluded that teachers who work in the EJA teaching ...