Cirlei Trajano
Biographical note
Cirlei Mota Trajano was born in Rio de Janeiro, in 1975. She graduated in Classical Letters (Bachelor’s Degree) from Universidade Estácio de Sá (2005). In 2018, she graduated with a Master’s degree in Letters from the Federal Rural University of Rio de Janeiro. In 2019, he started his PhD in Educational Sciences at the Lusófona University of Humanities and Technologies. He began his professional activity in education in 2008, as a teacher at the city hall of Angra dos Reis; in 2009, he also worked as a teacher at the city hall of Rio de Janeiro, in both he remains until today, with an effective public bond.
Areas of academic and scientific interest
- Teaching Science Education
- Basic education
- Portuguese language
- Youth and adult education
PhD project
- Educação de jovens e adultos em tempos de crise: reflexão acerca do ensino de língua portuguesa e os reflexos do ensino remoto no peja no município do rio de janeiro
- Title
Abstract
Despite the large number of illiterate young and adults in Brazil, public policies focused exclusively on the modality have been unable to adequately include these people in society (MACHADO, 2017). In times of emergency and social distancing, the impact on the education of these indivi-duals can be disastrous. Based on this statement, this paper aims to analyze how the Remote Education actions in the city of Rio de Janeiro reflect in the education of young and adults in public schools in the city during the period of social distance. The text begins with a brief reflection on the main public policies that guide the modality, with emphasis to the Young and Adult Educa-tion Project (PEJA), implemented in the city of Rio de Janeiro in 2005 and current until the present day. Then it reflects on the use of information and communication technologies, discussing above all about Remote Education and its effects on Young and Adult Education. Lastly, it analyzes the effects of Remote Education for this public, starting on the perceptions of teachers who teach in this modality. The results obtained allow to affirm that Remote Education contributes to reinforce the social exclusion of students in this modality, since it does not take into account the specificities of these people.