O programa ser EJA cidadã e as possibilidades de educação integral para os sujeitos da EJA no estado da Paraíba na visão de educadores

Abstract

The present investigation, of a qualitative nature, of the case study type, analyzes “The Ser EJA Cidadã Program and the Possibilities of Integral Education for EJA Subjects in the State of Paraíba in the View of Educators”. Therefore, we aim to discuss how the Ser EJA Cidadã Program enables theintegral education of EJA subjects in the state of Paraíba. As it is a qualitative research, the information was obtained from the speeches of the interviewed professors, as well as from the analysis of documents referring to the program. The information was analyzed through critical discourse analysis, recommended by Fairclough (2016). And, for these reflections, we rely on the intermediary of authors such as: Moll (2012) Freire (2019), Arroyo (2008), Libâneo (1990) and Silva (1999). Because we are immersed in the field of youth and adult education, through participation in research funded by the Institutional Scholarship Program (CNPq/PIBIC/UFPB), as well as our participation in the Group of Studies and Research on Educational Practices in EJA (GEPPEEJA) , was what impelled us to choose this theme, and, also, for its connection with the preservation of one of the fundamental rights of the human being, education, because, we seek to verify if this program is configured as an educational public policy, of integral education, in the school context, in the view of educators. The data allow us to infer that there is a disassociation between discourse and school practice. Being evidenced in the absence of monitoring and dialogue between the management team, secretary, teachers and students involved in the project. As well as the absence of material and training, in order to provide greater clarity regarding the concepts and methodologies that guide this project.