Desafios e perspectivas em educação de jovens e adultos

Abstract

The popular education, since it has not been a priority in the educational public politics in Brazil, has generated, along its history, too many excluded people from the formal teaching system. Nowadays, there are some initiatives in favor of popular education through the enlargement of the right to the public and free school for those who had been marginalized from the access and/or continuity of his/her education. Considering the recent implantation of EJA in schools, this work aims at verifying how the educational managers in Escola Estadual de Educação Básica João XXIII, in the municipal district of São João do Polêsine/RS, are facing the public politics which have implanted EJA as a modality of teaching in high school. To do so, a research of was accomplished with sociological approach, type study of case. As a tool, an interview was applied to the educational managers who direct EJA, in a total of 15 teachers, besides collecting information in other opportunities. It was concluded that the implantation of such a system in schools has generated insecurity, considering its differentiated proposal and for not having been accompanied by a training of the teachers who would act in it. Aiming at improving the educational process, it has become necessary a deep and reflexive study about the legislation and the current proposals of EJA, a continuous quality formation for the teachers, change of experiences among schools and among professionals who act in them and, furthermore, the creation of partnerships with other institutions. Only through the united and conscious action and through the commitment of each one of the teachers with EJA, it will be possible to offer an education that will satisfies the students' interests, helping them not only for the acquisition of the certificate, but also opening their perspectives in direction to the full exercise of citizenship.