<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792021000200117</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v17i45.8337</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[INDAGAÇÕES NA/COM A EJA NO CONTEXTO DE PANDEMIA: UMA EXPERIÊNCIA EM CÍRCULOS DE CULTURA DIGITAIS]]></article-title>
<article-title xml:lang="en"><![CDATA[INQUIRIES IN / WITH EJA IN THE CONTEXT OF THE PANDEMIC: AN EXPERIENCE OF A DIGITAL CULTURAL CIRCLE]]></article-title>
<article-title xml:lang="es"><![CDATA[INDAGACIÓNES EN / CON EJA EN EL CONTEXTO DE PANDEMIA: UNA EXPERIENCIA DE UN CÍRCULO DE CULTURA DIGITAL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Soraia Sales Baptista da Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Graça dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mallows]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Patrícia Lessa Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria Municipal de Educação de Salvador  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,UCL Institute of Education ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>United Kingdom</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<volume>17</volume>
<numero>45</numero>
<fpage>117</fpage>
<lpage>136</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792021000200117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792021000200117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792021000200117&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Neste artigo, usamos a metodologia freireana dos Círculos de Cultura para explorar o desenvolvimento profissional contínuo dentro de uma Comunidade de Práticas em Educação de Jovens e Adultos (EJA) no Brasil em tempos de pandemia. Começamos por afirmar a importância da EJA no enfrentamento da exclusão imposta há décadas a parcelas da população no que se refere aos benefícios da educação. Conceituamos quem trabalha na EJA como uma comunidade de práticas e refletimos sobre o papel central da UNEB/MPEJA na formação dessa comunidade. Em seguida, apresentamos o projeto Indagações na / com a EJA em Tempos de Pandemia, realizado com uso das tecnologias da informação e comunicação, cujo objetivo principal foi interrogar, refletir e analisar os desafios e possibilidades das políticas públicas para a EJA no contexto da pandemia, por meio de um processo dialógico e democrático, possibilitando àqueles que se comprometem com a EJA em compartilhar e refletir sobre suas práticas. Sugerimos que o fortalecimento da Comunidade de Práticas em Educação de Jovens e Adultos (EJA) pode promover a inovação, desenvolver capital social e facilitar a criação e disseminação de conhecimento sobre, na e para a EJA na Bahia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this article we use the methodology of the Freirian Culture Circle to explore continuing professional development within a Community of Practice in youth and adult education (EJA) in Brazil in times of pandemic. We begin by affirming the importance of EJA in tackling the exclusion imposed for decades on portions of the population with regard to the benefits of education. We conceptualize those working in EJA as a community of practice, and reflect on the central role of the UNEB MPEJA in nurturing that community. We go on to present the project Inquiries in / with EJA in Times of Pandemic whose main purpose was to interrogate, reflect and analyze the challenges and possibilities of public policies for EJA in the context of the pandemic, through a dialogical and democratic process, enabling those who are committed to EJA to share and reflect on their practices. We suggest that strengthening the Community of Practice in youth and adult education (EJA) can promote innovation, develop social capital, and facilitate the creation and dissemination of knowledge about, in and for EJA in Bahia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo utilizamos la metodología del Círculo de Cultura Freiriana para explorar el desarrollo profesional continuo dentro de una Comunidad de Práctica en Educación de personas Jóvenes y Adultas (EJA) en Brasil en tiempos de pandemia. Comenzamos afirmando la importancia de la EJA para abordar la exclusión impuesta durante décadas a sectores de la población con respecto a los beneficios de la educación. Conceptualizamos a quienes trabajan en EJA como una comunidad de práctica, y reflexionamos sobre el papel central de la UNEB/MPEJA en nutrir dicha comunidad. Continuamos con la presentación del proyecto indagaciones con la EJA en Tiempos de Pandemia cuyo objetivo principal fue interrogar, reflexionar y analizar los desafíos y posibilidades de las políticas públicas para la EJA en el contexto de la pandemia, a través de un proceso dialógico y democrático, posibilitando a aquellos que están comprometidos con EJA a compartir y reflexionar sobre sus prácticas. Sugerimos que el fortalecimiento de la Comunidad de Práctica en EJA puede promover la innovación, desarrollar el capital social y facilitar la creación y difusión de conocimiento sobre, en y para EJA en Bahía.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Círculos de cultura]]></kwd>
<kwd lng="pt"><![CDATA[Comunidade de práticas]]></kwd>
<kwd lng="pt"><![CDATA[Educação de jovens e adultos.]]></kwd>
<kwd lng="en"><![CDATA[Community of practice]]></kwd>
<kwd lng="en"><![CDATA[Cultural circles]]></kwd>
<kwd lng="en"><![CDATA[Youth and adult education.]]></kwd>
<kwd lng="es"><![CDATA[Círculo cultural]]></kwd>
<kwd lng="es"><![CDATA[Comunidad de práctica]]></kwd>
<kwd lng="es"><![CDATA[Educacion de jóvenes y adultos.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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