Contextualized learning in youth and adult education in a rural context

teachers’ perceptions and challenges for its implementation

Abstract

This study analyzes the perceptions of teachers who currently work or have worked in Youth and Adult Education in a rural community in Santana do Matos, located in the central region of Rio Grande do Norte state, Brazil. It is a qualitative field research developed through a literature review and the administration of a questionnaire composed of ten open-ended questions to three teachers who work or have worked in this modality within the investigated context. The data were analyzed through the identification of recurring themes and organized into thematic axes related to the objectives. The results highlight that teachers recognize the importance of considering students' experiences and living conditions in pedagogical work, although they display varying levels of conceptualization regarding contextualized learning. Among the challenges identified are the absence of specific training for YAE, the lack of suitable materials, infrastructure and access difficulties, the heterogeneity of students’ educational trajectories, and the need for greater pedagogical and institutional support. It was concluded that, in the context investigated, contextualization is perceived by teachers as an opportunity to bridge school knowledge and students’ living experiences; however, its actual implementation depends on training, pedagogical, material, and institutional conditions that go beyond individual teaching practices.