CURRICULAR CONVERGENCES AND DIVERGENCES IN EJA-EPT: AN ANALYSIS OF FEDERAL INSTITUTES IN RIO GRANDE DO SUL

Abstract

This article aims to analyze the similarities and differences related to the curricula of technical courses integrated with upper secondary education, based on the Pedagogical Course Projects (PCPs) of the Youth and Adult Education integrated with Professional and Technological Education (EJA-EPT) modality, offered by three Federal Institutes of Education, Science and Technology in the state of Rio Grande do Sul, Brazil. To this end, a qualitative, descriptive study was conducted, grounded in bibliographic and documentary analysis of three PCPs within the EJA-EPT modality, one from each selected Federal Institute. The results indicate a predominance of similarities in the integrated curricula, revealing convergences among the Federal Institutes regarding the conception of integrated curricula, as they demonstrate efforts to address the specificities of the EJA-EPT target audience by articulating general and technical education with flexible and inclusive pedagogical practices. On the other hand, the observed differences are mainly related to structural aspects of the courses, such as variations in workload and in the pedagogical emphases adopted by each institution.