EEJA-EDUCAÇÃO ESPECIAL DE JOVENS E ADULTOS: A SINGULARIDADE DE CADA ESTUDANTE

This study addresses "EEJA - Special Education for Youth and Adults: The uniqueness of each student, an interface between Youth and Adult Education and Special Education," analyzing how these two areas can collaborate to promote the inclusion of young people and adults with disabilities. It focuses on the analysis of pedagogical practices, teaching strategies, and the curricular adaptations necessary to meet the specific needs of these students in a school in the municipality of Tucuruí/PA. The aim is to analyze the inclusion process of young people and adults with disabilities and autism spectrum disorder in the education system, and how these mechanisms ensure access, retention, and completion of basic education. This study is characterized by a qualitative approach, in the form of case studies, allowing for direct contact with subjects through semi-structured interviews and observations for data collection. The results reveal that EEJA, regarding access, retention in education, continuity of schooling, and social inclusion of students with intellectual disabilities and autism, presents itself as a successful project. However, concerning the teaching practices of teachers, it is found that they still possess a mechanical view of disability, associating it only with physical or cognitive limitations, without considering the potential and unique abilities of the students. This leads us to conclude that for the advancement of the ongoing experience and inclusive education, there is a need to substitute the traditional curriculum and change teaching practices, which are standardized in terms of space and time, highlighting the importance of discussing, thinking about, and researching curriculum proposals built on new foundations that are open to diversity.