CHALLENGES AND PERSPECTIVES IN THE PEDAGOGICAL COORDINATION OF EJA IN THE PERIOD OF THE COVID-19 PANDEMIC.

Abstract

This article intends to analyze the actions developed in Youth and Adult Education, under the leadership of the pedagogical coordination, in the period of the COVID-19 pandemic, in the school unit of the state education network, Colégio Estadual São José, belonging to the Regional Nucleus 19 of Portal do Sertão, in the city of Santa Bárbara-BA. It also aims to share how the SEC-BA guidelines were implemented and what mediations were carried out by the pedagogical coordination at the school to make the teaching and learning process happen in Youth and Adult Education. The study adopts the perspective of dialectical methodology. The systematization of the narratives took place from the analysis of documents, the literature review, empirical observation, discussions and analyzes of experiences in the daily life of the school. The theoretical reflection is mainly based on Arroyo's (2017) approach to EJA public policies. The study allowed us to understand that the pedagogical practice is built by the contribution of all social actors, whose facilitating subject, can be materialized, among others, in the figure of the pedagogical coordinator, and that, on the other hand, the conditions for the functioning of the EJA met compromised by political and pedagogical issues.