BETWEEN KNOWLEDGE AND LIVED EXPERIENCES: ETHNIC-RACIAL EDUCATION FOR YOUTH AND ADULTS

Abstract

This work problematizes the construction of ethnic-racial education within Youth and Adult Education (EJA), focusing on the appreciation of students' knowledge, memories, and lived experiences. It is grounded in a qualitative approach, articulated with bibliographic research, documentary analysis, and teaching experience. It analyzes legal frameworks, such as Law No. 10,639/03, and their implications for the curriculum, highlighting advances and limitations in the implementation of these policies. The study discusses EJA as a space of resistance, marked by social and racial inequalities, and advocates for the centrality of the subjects in the construction of pedagogical practices. Furthermore, it points out weaknesses such as the superficial handling of ethnic-racial themes and the insufficiency of teacher training, arguing for the necessity of contextualized, interdisciplinary curricula committed to racial equality. It concludes that the effectiveness of anti-racist education in EJA requires coordination between public policies, pedagogical practices, and the political commitment of educators toward social transformation.