EDUCAÇÃO DE JOVENS E ADULTOS (EJA): TRAJETÓRIA HISTÓRICA NO BRASIL E OS DESAFIOS NO COTIDIANO

doi.org/10.29327/217514.6.12-27

Abstract

This article is an excerpt from the Master's thesis Youth and Adult Education (EJA): historical trajectory in Brazil and the challenges in the school's daily life, at Universidad Interamericana. To this end, we have the support of other researchers in an attempt to expand our assertions for intellectual support in this research. Over the years, the national policy of Youth and Adult Education (EJA) has faced the challenge of rescuing a historical and social commitment to individuals who, for social and educational reasons, did not have access to Elementary and Secondary Education (EM) at the right age, thus contributing to social exclusion and injustice. Thus, the present study seeks to contribute to the debate on this type of teaching. The study is based on research on the historical approach from Jesuit teaching in Brazil to the present day, on the evolution of Brazilian educational legislation, on diagnoses and conferences on the current reality of youth and adult education in Brazil. Data were collected from periodic visits to the educational institution and through questionnaires applied with teachers and students on the theme addressed, in which it was intended to observe the daily lives of teachers, students and the challenges of teaching work at EJA, reflecting about the principles linked to the current conception of this modality.