Um estudo das políticas públicas para o atendimento da educação de jovens e adultos no Brasil no período de 2002 a 2013: desafios e potencialidades
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Data
2018-04-23
Autores
Velis, Valéria Aparecida Vieira
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa tem como objetivo fazer uma análise das políticas públicas de atendimento da Educação de Jovens e Adultos (EJA) no Brasil no período de 2002 a 2013. Analisa-se o desenvolvimento das políticas públicas de EJA, constituídas na gestão que se institui como popular e democrática, realizada no período de 2002 a 2013. Diante do exposto, questiona-se: Como se estabeleceram as políticas públicas de Educação de Jovens e Adultos no Brasil no período de 2002 a 2013? De fato, as políticas públicas de Educação de Jovens e Adultos constituídas no Brasil, nesse período, garantiram que esse atendimento se configurasse num projeto de formação integral e ao longo da vida junto aos jovens, adultos e idosos que procuram esta modalidade de ensino ou apenas se estabeleceram como um “favor”, no sentido de traduzir as prerrogativas do Estado Mínimo? Como impulso para a investigação, pergunta-se ainda: de que forma o Brasil atendeu à demanda da EJA, levando-se em consideração as mudanças legais para tal modalidade de ensino? Quais são os fatores indicativos de singularidade da experiência, ou não, de política pública em EJA no Brasil nesse período? A escolha da temática se deve ao trabalho iniciado na Secretaria Municipal da Educação de Rio Claro, São Paulo, Brasil desde 1997. A metodologia de pesquisa utilizada para a análise da experiência de implantação de políticas públicas para a EJA no Brasil tem uma abordagem qualitativa, a qual apresenta as condições necessárias para que o pesquisador se insira de maneira efetiva na dinâmica da realidade social investigada. Realizou-se, então, a análise dos programas de governo desse período, dos documentos oficiais brasileiros e dos relatórios internacionais, baseando-se nos modelos de análise das políticas de educação e formação de adultos ao longo da vida. Percebeu-se em toda a análise que há avanços no atendimento, porém, as políticas implementadas nesse período não “quebraram” com a lógica de governos passados, pautados nos preceitos neoliberais, preocupados com a inserção dos estudantes trabalhadores no mercado de trabalho como forma de formação integral e ao longo da vida..
This research aims to make an analysis of the public policies of service of Youth and Adult Education (EJA) in Brazil from 2002 to 2013. It analyzes the development of public policies of EJA, constituted in the management that is established as popular and democratic, carried out in the period from 2002 to 2013. In view of the above, the question is: How were the public policies of Youth and Adult Education in Brazil established in the period from 2002 to 2013? In fact, the public policies for Youth and Adult Education established in Brazil during this period ensured that this service was a project of integral and lifelong learning among young people, adults and the elderly who sought this type of education or only have established themselves as a "favor" in order to translate the prerogatives of the Minimum State? As an impetus for research, we also ask: how has Brazil met the demand of the EJA, taking into account the legal changes for this type of education? What are the factors indicative of the uniqueness of the public policy experience in EJA in Brazil in this period? The choice of the theme is due to the work begun in the Municipal Secretary of Education of Rio Claro, São Paulo, Brazil since 1997. The research methodology used to analyze the experience of implementing public policies for the EJA in Brazil has a qualitative approach, which presents the necessary conditions for the researcher to insert himself effectively in the dynamics of the social reality investigated. The analysis of the government programs of this period, the official Brazilian documents and the international reports was carried out, based on the models of analysis of policies of adult education and training throughout the life. It was noticed throughout the analysis that there are advances in care, but the policies implemented in this period did not "break" with the logic of past governments, based on neoliberal precepts, concerned with the insertion of students in the labor market as a way of integral training and lifelong learning.
This research aims to make an analysis of the public policies of service of Youth and Adult Education (EJA) in Brazil from 2002 to 2013. It analyzes the development of public policies of EJA, constituted in the management that is established as popular and democratic, carried out in the period from 2002 to 2013. In view of the above, the question is: How were the public policies of Youth and Adult Education in Brazil established in the period from 2002 to 2013? In fact, the public policies for Youth and Adult Education established in Brazil during this period ensured that this service was a project of integral and lifelong learning among young people, adults and the elderly who sought this type of education or only have established themselves as a "favor" in order to translate the prerogatives of the Minimum State? As an impetus for research, we also ask: how has Brazil met the demand of the EJA, taking into account the legal changes for this type of education? What are the factors indicative of the uniqueness of the public policy experience in EJA in Brazil in this period? The choice of the theme is due to the work begun in the Municipal Secretary of Education of Rio Claro, São Paulo, Brazil since 1997. The research methodology used to analyze the experience of implementing public policies for the EJA in Brazil has a qualitative approach, which presents the necessary conditions for the researcher to insert himself effectively in the dynamics of the social reality investigated. The analysis of the government programs of this period, the official Brazilian documents and the international reports was carried out, based on the models of analysis of policies of adult education and training throughout the life. It was noticed throughout the analysis that there are advances in care, but the policies implemented in this period did not "break" with the logic of past governments, based on neoliberal precepts, concerned with the insertion of students in the labor market as a way of integral training and lifelong learning.
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Palavras-chave
Políticas públicas, Educação ao longo da vida, Educação de jovens e adultos, Public policies, Lifelong education, Youth and adult education