Resumo

BARCELOS, Luciana Bandeira. FACE-TO-FACE COLLECTIVE SERVICE AT YOUTH AND ADULT EDUCATION CENTERS: strategy for rethinking the right to education?. Revista Teias [online]. 2025, vol.26, n.80, e80905.  Epub 08-Maio-2025. ISSN 1982-0305.  https://doi.org/10.12957/teias.2025.80905.

In this article, derived from discussions that began during my master's degree and continued throughout my doctorate, I intend to reflect on the importance that pedagogical practices of face-to-face collective attendance have acquired in the Youth and Adult Education Centers (CEJA), school units of the Rio de Janeiro state network, which serve the youth and adult education modality, in a semi-presential regime, by modules, especially in the post-Covid 19 pandemic period. These practices, which have been demanded and actively participated in by students, have been widely used by CEJA as a strategy for welcoming students and rebuilding their school journeys, and may constitute strategies for rethinking the right to education that has historically been denied to these individuals. This article is based on the theoretical framework built up in the research carried out using quantitative and qualitative methodology, carried out through case studies. It is based on the empirical observations made at the CEJAs surveyed, the answers obtained in the questionnaires applied, the observation of the social networks of each of the CEJAs that make up the CEJA Network and the interpretation of the data obtained. Evidence obtained in the course of the research seems to show that students and teachers are increasingly adhering to these service strategies, highlighting an apparent contradiction, given the institutional model of this mode of provision, demonstrating that students who attend CEJA, even if they initially seek it out because they don't have the time to attend face-to-face EJA schools on a daily basis, need and participate in face-to-face service initiatives, as long as they are organized in such a way as to meet their specific needs and desires.

Palavras-chave : youth and adult education; Youth and Adult Education Center; pedagogical practices of faceto-face assistance; post-Covid-19 pandemic.

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