POLÍTICAS EDUCACIONAIS E O DIREITO À EDUCAÇÃO: REFLEXÕES SOBRE A ESCOLARIZAÇÃO DE JOVENS E ADULTOS

Abstract

This dissertation is part of the research line, Education, Institutions and Educational Policies (EIPE) of the Graduate Program in Education (Stricto Sensu) at the Faculty of Inhumas – FacMais. This study aims to show the trajectory of Educational Policies developed for Youth and Adult Education (EJA) in our country, weaving a reflection on schooling and the challenges faced by this type of education. Studying the dynamics of public policies aimed at EJA is fundamental for understanding the proposition and offer of schooling for young people and adults in the country. The specific objectives are: to analyze the trajectory of EJA in Brazil from the 1930s onwards; show how EJA, throughout its trajectory, has become a guaranteed right; understand the influence of International Organizations (IO) in the direction of Brazilian education, consequently of EJA; identify the main challenges faced by EJA in its trajectory up to the present day with the worsening of the Covid-19 pandemic. This work is based on reflections on questions such as: How was the trajectory of EJA in Brazil from the 1930s to the present day? What are the external and internal influences suffered by EJA? What are the main challenges faced by EJA? Therefore, this research is qualitative, bibliographical and documentary. Based on studies by Arroyo (2017), Costa and Machado (2017), Barcelos and Dantas (2015), Silva and Pereira (2015), Paiva (2015), Catelli Júnior, Haddad and Ribeiro (2014), Jardilino and Araújo ( 2014), Leite (2013), Streck and Esteban (2013), Souza (2012), Gadotti and Romão (2011), Soares (2011), among other authors. Brazil is marked by social inequalities, and this makes access to goods and services unequal. Given this reality, access to formal education is no different. EJA stands out for being a modality of basic education aimed at those people who did not have the opportunity to complete their studies at their proper age. It is noted that education policies historically formulated in Brazil were designed to meet the needs of society. These policies have been designed and redesigned according to the needs of each era. For the construction of EJA, knowledge of the reality and specificities of its audience is necessary, so that it is possible to guarantee the right to quality formal schooling. Adequate service to the EJA public requires specific pedagogical and didactic proposals, as well as differentiated training for education professionals working in this modality. It is hoped that this study will serve as a motivation for possible future studies bringing a contribution to the research area.