Projeto Terceiro Turno: o que atravessa a alfabetização de mulheres negras na Educação de Jovens e Adultos (EJA) de Fortaleza (CE)?

Abstract

The idea of education as a fundamental right is relatively new in Brazil. Only due Federal Constitution of 1988 is that some rights started to be guaranteed, such as the universalization of access and democratization of public education.When we talk about Youth and Adult Education (EJA), it was only in 1996, with the implementation of Law 9,394 (Lei de Diretrizes e Bases da Educação Nacional, article 37), that it gained any prominence. The multimedia project called “Terceiro Turno” uses this fact to raise the question: In what ways do racial, class and gender aspects modify the EJA ecosystem in a school in the district of PICI, Fortaleza (CE)? With that in mind, we decided to investigate the histories and dynamics of a classroom at the Escola Adroaldo Teixeira Castelo, in PICI, focusing on the role of older black women. Among the objectives of the “Terceiro Turno” are: investigate the reason for these women not have followed the regular course of basic education; understand the reasons that led that womens to seek the EJA classroom (whether for the first time or a return trip) and, finally, find out how the teaching modality offered to Youth and Adults in Ceará works and if it is effective for what to promises: to alphabetize. To this end, we used focus group and snowball methodologies. The project has 1 website, 1 webzine and 1 instagram profile. Positioned, Decolonial and Literary Journalism were strategies that supported this research, carried out in a hybrid way: face-to-face when possible (due to Covid-19) and remote