A avaliação da política pública da educação de jovens e adultos (EJA): a interlocução entre as práticas pedagógicas e as diretrizes do plano estadual de educação do Ceará (PEE-CE)

Abstract

Youth and Adult Education (EJA) represents a fundamental public policy in addressing historical educational inequalities in Brazil. It is regulated by the National Education Guidelines and Framework Law and recognized as a modality of Basic Education. This dissertation aims to evaluate the correspondence between the guidelines of the Ceará State Education Plan (PEE-CE) and the pedagogical practices developed within the Youth and Adult Education (EJA) modality, taking as its locus the Evandro Ayres de Moura Municipal Elementary School, located in Maracanaú/CE. The investigation starts from the hypothesis that there is a gap between the goals defined by the PEE-CE and the pedagogical practices effectively implemented in schools that offer EJA, a gap that is aggravated by structural, methodological, and teacher training factors. To this end, a qualitative approach is adopted, grounded in in-depth evaluation, combining bibliographic review, documentary analysis, and semi-structured interviews with educators and managers involved in EJA. The research is developed in five stages: theoretical framework, diagnosis of the school’s reality, data collection planning, data collection itself, and critical data analysis. The results show, on the one hand, the existence of relevant pedagogical initiatives that align with the principles of the PEE-CE, and on the other hand, significant barriers to the effectiveness of the policy. The qualified listening to the voices of school stakeholders also revealed the urgency of restructuring the monitoring and evaluation strategies of EJA, focusing on student retention and academic success. The analysis allowed for an understanding that the implementation of the PEE-CE guidelines is still fragmented, requiring greater coordination among educational management levels, as well as the strengthening of training and funding policies suited to the modality. Thus, this dissertation contributes to the debate on the effectiveness of public educational policies aimed at EJA by proposing possible paths for improving its pedagogical practices and educational management. The study reaffirms the commitment to a public, democratic, and inclusive education that recognizes the diversity of learners and promotes social justice.