DIDACTIC MATERIALS AND ASSESSMENT IN EJA-EPT:

PERCEPTIONS AND PRACTICES OF TEACHERS IN TRAINING

Visualizações: 82

Authors

  • Saionara Rosa da Cruz Fluminense Federal Institute of Education, Science and Technology https://orcid.org/0000-0001-8684-7103
  • Breno Fabrício Terra Azevedo Fluminense Federal Institute of Education, Science and Technology https://orcid.org/0000-0002-3034-8476
  • Elane Kreile Manhães Fluminense Federal Institute of Education, Science and Technology https://orcid.org/0000-0002-2182-9892
  • Cassiana Barreto Hygino Machado Fluminense Federal Institute of Education, Science and Technology

DOI:

https://doi.org/10.56579/rei.v8i2.2480

Keywords:

EJA-EPT, Teaching Materials, Assessment;, Continuing Education, Pedagogical Practice

Abstract

Youth and Adult Education integrated with Vocational and Technological Education (EJA-EPT) requires pedagogical practices that consider the specificities of individuals, whose educational trajectories are marked by interruptions and diverse life and work experiences. In this context, teaching materials and assessment processes play a central role, requiring adaptations that reflect students' interests, needs, and experiences. This study analyzes how teachers participating in a continuing education program perceive and develop practices related to the production of teaching materials and assessment strategies in EJA-EPT. This is an exploratory and descriptive study, conducted through a questionnaire administered to teachers who currently or have previously worked in this modality. The results indicate that, prior to training, many teachers sought to adapt teaching materials but faced difficulties in adapting assessment processes. After the course, significant changes emerged in concepts and practices, with an emphasis on more humanized, contextual, and dialogical approaches, highlighting the transformative potential of continuing education to improve pedagogical practices in EJA-EPT courses.

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Author Biographies

Saionara Rosa da Cruz, Fluminense Federal Institute of Education, Science and Technology

PhD in Political Sociology from the State University of Northern Fluminense (UENF). Pedagogue at the Fluminense Federal Institute of Education, Science and Technology, Brazil, Rio de Janeiro, Campos dos Goytacazes.

Breno Fabrício Terra Azevedo, Fluminense Federal Institute of Education, Science and Technology

PhD in Informatics in Education from the Federal University of Rio Grande do Sul. Professor of Basic, Professional and Technological Education at the Federal Institute of Education, Science and Technology Fluminense, Brazil, Rio de Janeiro and Campos dos Goytacazes.

Elane Kreile Manhães, Fluminense Federal Institute of Education, Science and Technology

PhD in Cognition and Language from the State University of Northern Fluminense (UENF). Professor of Basic, Professional and Technological Education at the Federal Institute of Education, Science and Technology of Fluminense, Brazil, Rio de Janeiro and Campos dos Goytacazes.

Cassiana Barreto Hygino Machado, Fluminense Federal Institute of Education, Science and Technology

PhD in Natural Sciences from the Darcy Ribeiro State University of Northern Fluminense (UENF). Professor of Basic, Professional and Technological Education at the Federal Institute of Education, Science and Technology of Fluminense, Brazil, Rio de Janeiro and Campos dos Goytacazes.

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Published

2026-03-29

How to Cite

Cruz, S. R. da, Azevedo, B. F. T., Manhães, E. K., & Machado, C. B. H. (2026). DIDACTIC MATERIALS AND ASSESSMENT IN EJA-EPT: : PERCEPTIONS AND PRACTICES OF TEACHERS IN TRAINING. Interdisciplinary Studies Journal, 8(2), 01–23. https://doi.org/10.56579/rei.v8i2.2480

Issue

Vol. 8 No. 2 (2026): JOURNAL OF INTERDISCIPLINARY STUDIES

Section

ARTICLES

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