EDUCATIONAL EQUITY IN YOUTH AND ADULT EDUCATION: BETWEEN FORMAL RIGHTS AND THE IMPLEMENTATION OF PUBLIC POLICIES

Abstract

Adult and Youth Education (EJA) is an essential modality for guaranteeing the right to education and promoting social equity, especially among subjects historically excluded from the educational system. Therefore, this article aims to analyze, through a literature review, the theoretical and analytical contributions to EJA, with an emphasis on equitable access and the implementation of feasible public policies. The study is based on reference authors such as Paulo Freire, Miguel Arroyo, Sérgio Haddad, Maria Clara Di Pierro, and Gaudêncio Frigotto, whose works problematize EJA as an emancipatory practice and a policy of social reparation. The review highlights that, despite legal and regulatory advances recognizing Adult Education (EJA) as an integral part of Basic Education and the right to lifelong learning, structural challenges persist, limiting its effectiveness. These challenges include discontinued policies, insufficient funding, and inadequate pedagogical proposals tailored to the specific needs of students. The analysis, consistent with the article's scope, indicates that equity in the context of Adult Education presupposes recognition of life trajectories, social inequalities, and the material conditions of individuals, demanding integrated and sustainable public policies. Finally, it is considered that strengthening Adult Education requires political commitment, long-term planning, and intersectoral coordination to guarantee not only formal access but also real conditions for retention, meaningful learning, and social emancipation.