Dialogue, ethical what to do and inclusion in youth, adults and elderly education (ejai): a practice of popular education

Abstract

The objective of this study is: to investigate how dialogue enables an ethical task for educational inclusion in the education of young people, adults and the elderly, reflecting on one of the educational dialogical meetings with EJAI students. It consists of an excerpt from an action research that has been developed since 2022, with students with disabilities, in a school in the municipal education network of Belém, in an EJAI class, financed by CNPq. The focus of this study is ethics and educational inclusion in the education of young people, adults and the elderly, based on the educational thought of Paulo Freire, establishing the interface between the education of young people, adults and the elderly and special education. This is an action research, whose participants are disabled students at EJAI, on the night shift, enrolled in different classes at a municipal school, as well as educators from a Popular Education Center. The methodological strategies are: bibliographical survey, documentary survey and pedagogical dynamics carried out in educational dialogical meetings. The systematization and analysis of information is based on the educational practice carried out with the EJAI class, highlighting the discursive content of an educational meeting, which thematized knowledge involving differences and the discussion of the “black body (Afro-indigenous) as resistance.” Among the results, it is highlighted that dialogue is fundamental for the development of an ethical approach necessary for the educational inclusion of students with disabilities in Youth, Adult and Elderly Education.