Currículo e decolonialidade: uma análise crítica das políticas educacionais para a EJA

Abstract

Youth and Adult Education (EJA) in Brazil has historically been characterized by inequalities, school dropout, and decontextualized curricula. This undergraduate thesis critically examines the relationship between curriculum and decoloniality, discussing the limitations and possibilities of educational policies aimed at EJA. Based on a qualitative and bibliographic approach, the study analyzes normative documents such as CNE/CEB Opinion No. 11/2000 and CNE/CEB Resolution No. 3/2025, in addition to theoretical contributions from authors associated with critical and decolonial pedagogy. The analysis reveals that, despite legal advances, curricular structures grounded in Eurocentric perspectives still persist, marginalizing students’ knowledge and experiences.

The study argues that the decolonial perspective represents a path toward valuing epistemic plurality, developing more inclusive curricula, and strengthening the emancipatory function of EJA. It concludes that only the articulation between legal guidelines, teacher education, and pedagogical practices rooted in learners’ realities can transform this educational modality into an effective space for inclusion and social justice.