AS MULHERES NA EDUCAÇÃO DE JOVENS E ADULTOS: DO DIREITO AOS DESAFIOS DA (RE) INSERÇÃO E PERMANÊNCIA E SUA INFLUÊNCIA NO TRABALHO

Abstract

The present study, entitled "Women in Adult and Youth Education: From Rights to the Challenges of (Re)insertion and Continuity and Their Influence on Labor," was a research project conducted within the Graduate Program in Education, Academic Master's, at the Faculty of Inhumas, under the research line Education, Institutions, and Educational Policies – EIPE. It presents a literature review based on the perspective of researchers in the field of Adult and Youth Education, focusing on regulations and educational policies related to this type of education. It highlights the presence of women and the challenges of the right to education, reintegration, and continuity in school, surpassing the age range considered appropriate. Thus, the study aimed to understand the challenges of women's schooling, their historical subordination, the relationship with the world of work, and their impact on Adult and Youth Education. Specific objectives included: presenting the educational trajectory of women, their subordination, and a synthesis of educational policies in Adult and Youth Education amid a neoliberal context; identifying the historical subordination of women and the factors influencing their dropout/persistence in Adult and Youth Education; and understanding this educational modality as a possibility for women's emancipation and autonomy in the world of work. The research question: How do Public Policies applied to Adult and Youth Education influence the educational quality and the persistence of the female gender, and to what extent can this education be considered a path to the autonomy and emancipation of women? The research methodology employed was bibliographic research characterized by a literature review. The theoretical foundation relied on authors such as Arroyo (2017), Di Pierro, Joia, Ribeiro (2001), Freire (2015; 2018), Gadotti (2013), Hooks (2019; 2021), Libâneo; Freitas (2018), Louro (1997; 2008; 2017), among others. The analysis of dissertations and theses in the educational field, available in the Brazilian Digital Library of Theses and Dissertations database, also contributed to the study's foundation. The results revealed the historical influence of neoliberal thinking on educational public policies, accentuating female subordination and devaluing the social role of women, hindering their entry into the job market. The research highlighted the close relationship between the imposed submission of women in a patriarchal society and dropout/non-persistence in Adult and Youth Education. Despite the challenges of women's schooling, this type of education serves as an instrument of emancipation, inclusion, and job opportunities for those who could not complete their education in a timely manner.