"Não olha para a cara da gente":

Abstract

The article starts from the verification of a growing process of remote teaching  in the education of young people and adults (EJA), without  ensuring  that the educational process is done in a way that respects the specificities of students and teachers. Through analyzes based on theories of decoloniality associated with ethnomathematics, we verify that this process has meant the acceleration of the invisibility of  EJA. It  has often culminated in new distances for these students from the formal educational process. These and other problems are present in the reports obtained from teachers and other professionals who work at EJA, as well as from the students themselves. We could verify the information coming from research developed by the EJA Rio Forum, as well as from research made with groups formed in communication applications. Among the results, we can perceive that the adaptation difficulties experienced by EJA students in relation to the new forms of pedagogical practices, have directly interfered in their monitoring of these activities, due, in particular, to the contexts of great social inequality and vulnerability they live in.