Reading and writing in youth and adult education: Learning difficulties and importance in social development

Abstract

Youth and Adult Education (EJA) has been standing out, with the purpose of providing access to school for the public that, for some reason, has been excluded, thus allowing them to recover lost time in the field of formal education and in preparation to exercise their rights and duties as citizens. The purpose of this research is to weave some reflections about reading and writing in EJA. Its objectives are to evaluate the importance of reading and writing in the personal and social development of students, as well as to highlight learning difficulties. The relevance of the study is evidenced when, in the role of EJA teacher, at the Municipal School of Elementary Education of Congo-PB, the institution studied, it was possible to observe the difficulties presented in the learning of reading and writing. The methodology used the field research technique, with the use of a questionnaire. 20 of the 55 EJA students were interviewed. It was found that, although they feel difficulty, the students were able to overcome it and learn to read and write, despite their learning limitations. Such learning can help to improve the interpersonal and professional relationships of these citizens, collaborating with their social development.

DOI:https://doi.org/10.56238/sevened2024.013-008