COGNITIVE JUSTICE AND DISRUPTIVE PEDAGOGICAL ARCHITECTURES: THE CURRICULUM, TECHNOLOGY, AND HEALTH TRIAD IN YOUTH AND ADULT EDUCATION (2025).

Abstract

This article analyzes the impact of the pedagogical and curricular reorganization of Youth and Adult Education in the municipality of Tarumã during 2025, highlighting the implementation of an educational framework based on three pillars: curricular innovation, digital inclusion, and socio-emotional support. Addressing the history of dropout rates and the specific needs of the adult student population, municipal management devised strategies integrating the National Common Curricular Base for Computing, social entrepreneurship, environmental awareness, and the enhancement of students' subjective well-being. Key cross-cutting initiatives included the ACELER project, "Experiencing Mathematics," eco-friendly soap production, mobile vegetable gardening, territorial mapping, and an educational field trip to the municipality of Barra Bonita. Aligned with holistic education, the initiative combined literary appreciation—through storytelling sessions with writer Alva Valéria Moro Labs—with experiential activities led by psychology interns, focusing on socio-emotional skill development. Additionally, the introduction of guided physical activities within the community promoted physical health and helped prevent a sedentary lifestyle. The study employed a qualitative methodology based on a descriptive and analytical case study, combining document analysis with participant observation. Results from 2025 demonstrated that the convergence of academic content, psychological support, cultural engagement, and the intentional use of technology fosters a positive self-image, boosts self-esteem, improves school retention, and solidifies Youth and Adult Education as an effective space for social emancipation and citizenship.