A política educacional para a EJA: um estudo em uma escola no Município de Uruaçu - Goiás

Abstract

Linked to the research line State, Policies and Educational Institutions of the Graduate Program in Education at the Pontifical Catholic University of Goiás Pontifical Catholic University of Goiás in partnership with Faculdade Serra da Mesa - Fasem Goiás, this thesis aimed to analyze and interpret the intentionality of public policies for the modality of Youth and Adults starting from the macro to the micro dimension. This study had as research locus a college that operates in Youth and Adult Education in the municipality of Uruaçu-GO. Therefore, understanding how the historical process of Youth and Adult Education - EJA occurred as a public policy for access and permanence in basic education in Brazil is to place our problematizing questions within the dialectical context of real subjects, which from the capitalist mode of production had their rights denied and excluded. The introduction of Youth and Adult Education in the country was consolidated by various struggles of civil movements that brought advances in this area, however, some government policies acted with setbacks from public policies that were fragmented or exhausted from government agendas. During the course of the study, it was possible to know the insignias in which EJA was consolidated, the diversities with the movement of society by the hands of the worker, a strand that brings us dichotomous social and economic aspects amalgamated by capitalism and foreignness in the country. In this sense, it was possible to understand that politics and the State as an instrument that instrumentalizes public affairs distances itself from the educational clashes of the people and attacks them with inequality and alienation. There is an emergency in understanding the development of public policies and our role as civil society in fighting for better conditions for the population, expanding the senses and omnilaterality of the majority of the poor and oppressed, restricted from their role as representatives of their class. The worker needs to be intellectually fostered in order to have instrumental prospects that make him emerge from the alienated condition to become an intellectual of his class, ready for transformation and liberation. However, the oppressive class submits and manages a public policy obscurantized to the worker, which alienates thousands of people who did not have the opportunity to be empowered by quality school education and are easily absorbed by the conceptions of the capitalist structure/superstructure. Empirical research revealed that capitalism does not engender educational public policies that reach diversities, because one of its aspects is the maintenance of social inequality. In view of this, in the school studied, it was possible to perceive a management that fights for improvements and for an ideology of liberation, however, the processes dictated by neoliberal regulatory guidelines and norms operate contrary to the practice of teachers and local managers. Thus, capitalism uses intentions and instruments to operate in consensus in this area, leading to evasion, withdrawal and a sense of failure of students who disbelieve in education as a political means of training the freed man. Many of the EJA actions are fragmented or were interrupted in political agendas according to the ideological group in power, an action that mutilates EJA programs. Therefore, it is necessary to look beyond public policies that serve the subjects, but rather a transforming vision of the real concrete