Políticas públicas, a formação humana e o trabalho no contexto da Educação de Pessoas Jovens, Adultas e Idosas: espaços democráticos de lutas e de resistências

Abstract

The 8 abstracts for articles that make up the dossier submission to Public Notice No. 01/NUP/CED/2022 for the presentation of Thematic Dossier proposals for the Perspectiva Journal, weave a methodological and theoretical thematic articulation, with the objective of presenting studies in the field of Youth and Adult Education around two dimensions:

1. a) Public policies that permeate the curricular principles; the elements of insertion and permanence of these subjects, both in the Education of Young, Adult and Elderly People, as well as those aimed at EJA graduates who attend higher education at a Brazilian public university.
2. b) The specificities of an epistemological domain and the respective field of training practices for young, adult and elderly people, particularly when considering those who give the main reason for this process to EJA, its students;

It is important to point out that the first dimension – that of Educational Policies – permeates elements in all studies. However, such policies are discussed in 4 articles in a unique way, namely:

In the text by RUIZ (2022) entitled Trabajo, educación y youth: impact of unilateral coercive measures en la juventud Venezolana in which he analyzes the direct and indirect impacts on the educational and labor sector in the country, and specifically on education of young people and in work exits for this significant population group

The article by VENTURA and SILVA (2022), named as Curriculum Policies for the Education of Working Youths and Adults: meanings and antagonistic interests in dispute in contemporaneity A Respeito analyzes the recent legislation aimed at Basic Education for young people and adults of the working class and finds in the research that the curricular reforms underway contribute to the reiteration of the subordination of young and adult workers, that is, to the continuity of lightened curricula, with a reduction in time and access to scientific knowledge to the detriment of a conception of human formation integral from the perspective of human emancipation, which could contribute to the social production of existence, expectations and differences of young and adult working class students as representatives of the diversity of voices silenced by the structural inequality of Brazilian society.

In this sense, 3 more articles contribute to the debate on policies, but those that problematize actions of inclusion of subjects in training processes:

The first text by SOARES and SILVA (2022) Youth and Adult Education and local public management that documents a research carried out in municipalities in two micro-regions of Minas Gerais, had as its central question to identify and analyze how municipal offers have been given, being the EJA educational right and public management responsibility; the second entitled Daily creations of student-workers at Proeja: acts of resistance of disorder in the order (FREITAS, GOMES, MARINHO and SILVA, 2022) in which it brings narratives of acts of resistance shared by workers/students within the scope of an investigation that it aimed to understand, from the stories and life, the daily creations of Proeja students, as well as the tactics used by these subjects to remain in the Crafts Technical Course; and, finally, the article entitled “I thought that school wouldn't be for me”: the encounters that intertwine the life and schooling trajectories of subjects who graduated from EJA at the university level (LAFFIN and MUNIZ, 2022), places the study of trajectories of the egresses of the Education of Youths and Adults (EJA), in the context of the university, in order to highlight the constitutive elements that acted around the entrance in higher education and, above all, their permanence.

The second dimension, which focuses on the specificities of an epistemological domain and the respective field of training practices for young, adult and elderly people, is highlighted in the content of the following texts: Education of Youths and Adults and their subjects: specificities of an epistemological domain and a field of practices (ALCOFORADO and DANTAS, 2022), which debates this epistemological domain and the respective field of practices and subjects of EJA; Processes of transition and formation of older adults (CAVACO and SILVA, 2022) which analyzes transition processes and formation of older adults, based on research focused on life paths and formative processes that mark the biographies of adults in the most advanced stage of life - old age; Transvestites and transsexuals in research on Youth and Adult Education (SANCEVERINO and SANTOS, 2022), which place a research on the state of knowledge, in which it aimed to analyze investigations on the presence of transvestites and transsexuals in Youth and Adult Education - EJA.

It is noteworthy that in most of the articles, in some way, work is evidenced as one of the guiding principles of human life and perceived as one of the constituents of young, adult and elderly people. Still, due to the problems of the articles, it is possible to evidence movements and perspectives of democratic resistance in the two dimensions of the Dossier, which take as a basis to qualify to understand the subjects of EJA. Such dimensions justify its composition.

Regarding the spatial location of the studies that the articles present, we have empirically 4 authors who analyze educational processes in Portugal and one in Venezuela, that is, half of the articles that make up the dossier have foreign authors. There is representation of Brazilian researchers from 3 regions and 5 states: Regions: South (Rio Grande do Sul and Santa Catarina), Southeast (Rio de Janeiro and Minas Gerais) and Northeast (Alagoas).

The set of 8 articles is permeated by a theoretical-methodological richness and emphasize the political potential by articulating the social participation of different subjects, policies, pedagogical practices and educational processes that seek to reduce social inequalities through insertion and permanence of EJA students.

It is noteworthy that in most of the articles, in some way, work is evidenced as one of the guiding principles of human life and perceived as one of the constituents of young, adult and elderly people. Still, due to the problems of the articles, it is possible to evidence movements and perspectives of democratic resistance in the two dimensions of the Dossier, which take as a basis to qualify to understand the subjects of EJA. Such dimensions justify its composition.

Regarding the spatial location of the studies that the articles present, we have empirically 4 authors who analyze educational processes in Portugal and one in Venezuela, that is, half of the articles that make up the dossier have foreign authors. There is representation of Brazilian researchers from 3 regions and 5 states: Regions: South (Rio Grande do Sul and Santa Catarina), Southeast (Rio de Janeiro and Minas Gerais) and Northeast (Alagoas).

The set of 8 articles is permeated by a theoretical-methodological richness and emphasize the political potential by articulating the social participation of different subjects, policies, pedagogical practices and educational processes that seek to reduce social inequalities through insertion and permanence of EJA students.