Políticas e práticas de educação de jovens e adultos em municípios do brejo paraibano: desafios, limites e possibilidades

Abstract

The objective of this study was to analyze how some aspects of the Youth and Adult Education policy implemented in Brazil after LDB 9.394/96 are revealed in the political and pedagogical practices of the area in two municipalities in the Paraíba Brejo region, according to some of its main agents (managers, coordinators and EJA teachers). This study allowed us to reflect on the relationship between what is proposed and what is experienced regarding the aspects mentioned, observing their challenges, limits and possibilities at the local level. Through a qualitative, exploratory research, the data were obtained through focus groups and interviews, guided by a script that was directed to the main interlocutors of this research, namely: pedagogical coordinators, managers and educators of Youth and Adult Education in the municipalities of the Paraíba Brejo region studied. The reflection of the data on the theme of this work was based on studies by recognized authors in the area, such as Freire, Arroyo, Paiva, Haddad, Di Pierro, etc., and on documents of its legal and political framework established after LDB 9.394/96. In the analyses undertaken, we observed that there are still many limits within the scope of local policies and practices, in the municipalities of the Paraíba brejo, for the fulfillment of aspects of the national policy of Youth and Adult Education such as: the offer and diversified types of offer (night and day; in cycles, and/or in other forms of curricular organization); teacher training appropriate to the reality of EJA; the fulfillment of the restorative, equalizing and qualifying functions of this modality, among others. There are, on the other hand, initiatives that demonstrate the attempt to guarantee the right to education, through enrollment and access to school by those who demand it (such as active search strategies), and the continuation of studies by these subjects, driven by partnerships established with public and/or private entities or institutions that provide training in the area of ​​qualification for work and experiences linked to social life. We then realize that there is, in general, a sensitivity among the agents promoting EJA in developing it considering the students' experiences, their cultures, needs, expectations and learning interests, which is not reflected in the same way in the scope of the local policies implemented, since there is still a lack of teaching materials suitable for this modality, attempts to mischaracterize EJA, due to its alignment with the BNCC and the National Literacy Plan, service models that are inadequate to the access conditions and learning needs of young people and adults, among other aspects that challenge the construction of an Education for Young People and Adults that takes into account the specificities of the modality and the diversity of its subjects.