Perception and didactic intervention in the form of directed study in an EJA Integrada class – EPT

Abstract

This report on teaching intervention brings together the assessment of students in a Youth and Adult Education class in Vocational Education integrated with the guided study teaching method, together with the implementation of a krasilchikian teaching method proposal at the Federal Institute of Pará, in the municipality of Parauapebas (Para-Amazon-Brazil). The profile described served as a basis for understanding students' perceptions of individualized instruction and the development of lesson plans for the Biology course on the topic of animal coating systems. Participating students demonstrated an understanding of what remote learning and guided study are, and that academic performance could be impaired by the methods adopted by course teachers. The application of the intervention proposal was planned and readjusted throughout its execution, which lasted about 10 hours, between face-to-face and asynchronous meetings. Participants were able to read texts, write reviews, and socialize with peers to identify and solve problems on the topic. In light of the conclusion, the proposal was applicable, and participants demonstrated the absorption of knowledge and mastery of concepts and definitions in everyday life and in the world of work.