Avaliação da política pública de jovens e adultos com base nas ações pedagógicas desenvolvidas pelos professores do centro de educação de jovens e adultos no município de Aquiraz

Abstract

The theme of this research addresses the Youth and Adult Education Policy (EJA), whose object of investigation is the pedagogical actions developed by teachers who work in EJA. This teaching modality, in general, has a public that dropped out of school and ends up returning, often due to the need to complete their studies in order to enter the job market. As a result, aiming for the permanence of these students in school, EJA adopts a teaching approach that is more appropriate for this student profile. In this context, seeking a better understanding of the pedagogical practices adopted by EJA educators, this study establishes the following guiding question: How do the pedagogical actions developed by teachers who work in the EJA Public Policy occur? Given this question, the general objective of this research is to evaluate the EJA Public Policy, in its practical context, through the pedagogical actions developed by the teachers of the Aquiraz Center for Youth and Adult Education (CEJAQUI), with the following specific objectives: 1) Study the EJA Public Policy and its implementation in the municipality of Aquiraz; 2) Know the routine of the EJA classes of CEJAQUI in the municipality of Aquiraz; and 3) Analyze the pedagogical actions of the CEJAQUI teachers to understand the EJA Public Policy in its practical context. The work presents the following theoretical references: Aranha (2006), Freire (1996), Arroyo (2001), Ball (2011), Mainardes (2006), Andrade (2023), among other authors, in addition to official documents that deal with EJA. The text presents reflections on: Educational Public Policies; Policy Cycle; The Youth and Adult Education Policy; The EJA public policy in Aquiraz; and the EJA public policy in CEJAQUI. The research procedures used elements of bibliographic, documentary, and field research. The research is characterized as basic, qualitative, and exploratory. The research locus is the Aquiraz Youth and Adult Education Center (CEJAQUI), and the subjects are three teachers who teach at EJA. The design of this research will be developed in two stages: 1) Bibliographic and documentary research and, 2) Field research, with the realization of semi-structured interviews and systematic observation. For the data analysis, the content analysis methodology was used; thus, the data collected in the field were categorized and analyzed. After analyzing the data, it was found that the subjects participating in the research have a good understanding of the EJA Policy and understand the relevance of CEJAQUI for the city of Aquiraz. However, there are still many gaps that need to be analyzed to better serve the public. Among them, it is important to mention the need for specific training for teachers who work in this teaching modality. Furthermore, the research brings reflections that contribute to a better understanding of Youth and Adult Education in the municipality of Aquiraz.