GEOGRAPHIC EDUCATION AND STUDENTS WELCOMING IN THE EDUCATION OF YOUNG PEOPLE, ADULTS AND THE ELDERLY (EJA)

Abstract

Youth, Adult and Elderly Education (EJA) is a modality responsible for the education of individuals who did not have access to school at the conventional age or who, for various reasons, interrupted their studies. When returning to school, the social, cultural, and economic aspects of students, along with their life stories and experiences, must be considered in the pedagogical approach of EJA, especially taking into account the condition of working students. Based on these reflections, we aim to consider the importance of Geographic Education in the EJA modality in recognizing and embracing students and their trajectories. The discussion is grounded in a teaching practice called "Geographic Trajectories," implemented in the EJA of Núcleo Sul I of the Municipal Education of Florianópolis/SC. The justification for these reflections lies in the need to know the students, understand their trajectories and life experiences, establishing bonds that encourage their continued presence in school and spark interest, motivating them to persist in their educational journeys. The text is structured based on a bibliographic research that addresses the dimension of welcoming in EJA, problematizing how Geographic Education can contribute to this discussion. Additionally, reflections on the potential of the teaching practice "Geographic Trajectories" in welcoming and expanding students' readings of the world are presented.