EJA'S challenges in times of pandemics

with the word haitian immigrants in chapecó

Abstract

Education in the context of the global pandemic of the new Corona Virus Disease (COVID-19) is marked in history as a period filled with doubts, anxieties and uncertainties. The Brazilian scenario of sanitary, economic and social despair has provoked reflections and demanded untimely changes in the education model that we used to call normal. Youth and Adult Education (EJA), which has as its principles, among others, respect for the diversities and specificities of students, ensuring not only access but also permanence, success and success, suffered a great impact with the pandemic. Studies such as those by Cunha, Neves and Costa (2021), Fantinato, Freitas and Dias (2020), Cunha Júnior, Mateus, Lima and Menezes (2020), Silva, Freitas and Almeida (2021), among others, have been presenting reflections that help to understand, even in a scenario of uncertainty, the educational phenomenon under study. In this direction, this research aimed to present and analyze the challenges faced by Haitian immigrant students from EJA in the municipal school system in the city of Chapecó -SC in times of pandemic. Methodologically, this is a descriptive research with a qualitative approach. Theoretical frameworks, document analysis and empirical data collection through interviews were used. As a result, physical presence in the classroom is essential for Haitian students to understand, especially, the necessary articulations between the Portuguese language and the activities proposed by the teachers. The relationships with classmates and teachers were also highlighted as fundamental for the achievement of the role of EJA for Haitian immigrants who study in the municipal education network in Chapecó.