POLÍTICAS PÚBLICAS PARA A EDUCAÇÃO DE JOVENS E ADULTOS: UM ESTUDO SOBRE A IMPLANTAÇÃO DO ENSINO MÉDIO NA REDE ESTADUAL DE GOIÁS

Abstract

This master thesis is inserted in the Research Line: Education, Institutions and Educational Policies (EIPE) of the Master’s Degree in Education, of the Post Graduation Program of the Faculdade de Inhumas -PPGE/FacMais, Brazil. This research aims to present reflections about public policies regarding the implementation of high school in the state education system of Goiás. In general terms, it is recognized that Youth and Adult Education, known as EJA, is an educational modality that offers means to people who could not complete their studies at the proper age. The intention of this research is to contribute with new perspectives and to reflect on the theme of education for the young and adult public. The main objective of this study is to analyse the main aspects that guide and orient normative documents such as the Common National Curricular Base (BNCC) and the Curricular Document of Goiás (DC-GO) regarding policies for this type of school education, since the study presents a historical dimension detailing how such policies emerged and consolidated throughout the history of education in Brazil, with emphasis on the state of Goiás. Therefore, to build the theoretical corpus of the research, a bibliographical investigation was carried out to enable a critical analysis of the theme. For this, we searched the studies of some authors who contributed to this theme, such as: Freire (1996), Duarte (2001), Di Pierro, Joia e Ribeiro (2001); Di Pierro and Haddad (2010), Fávero and Freitas (2011), Tardif (2014), Aquino (2014), Silva et al. (2017), Miranda, et al (2016); Chaves (2018) Aranha (2021) among others. Besides that, we have read some of legal documents such as: BRASIL (1996), BRASIL (1988), BRASIL (2017), BRASIL (2010), BRASIL (2019) and BRASIL (2020). Also, when we were developing this research, it has been realized that there are numerous criticisms related to how such educational modality is processed and experienced in the school territory. Therefore, this study allowed us the understanding of what is needed to provide access, such as the implementation of policies that contribute to the permanence of the public served by EJA, minimizing the levels of dropouts, which is pointed as one of the biggest struggles and problems in this context.