Avaliação do impacto do currículo no letramento social dos estudantes da modalidade de ensino Educação de Jovens e Adultos no Município de Aquiraz – CE

Abstract

This research evaluates the Youth and Adult Education (Educação de Jovens e Adultos - EJA) curriculum in Aquiraz, Ceará, from a counter-hegemonic perspective that questions traditional models and values students’ know ledge. It adopts Rodrigues’ (2008) In-Depth Evaluation and Lejano’s (2012) experiential model as theoretical references. Qualitative in nature, the study analyzes the impact of the curriculum on the learning of students at the Youth and Adult Education Center of Aquiraz (CEJAQUI), based on Paulo Freires’ liberating education approach. The methodology includes questionnaires, semi-structured interviews, and document analysis, with data interpreted through the triangulation of multiple sources. The aim is to improve the EJA curriculum, making it more inclusive and aligned with the student’s socio cultural specificities. The research proposes curricular suggestions that enhanceinter action between school and community, in addition to individualized student support. The researcher’s experience and participants’ contributions are also considered in identifying more effective strategies within the EJA context. The study high lights the importance of teacher training in implementing innovative pedagogical practices, prioritizing content selection, teaching methodologies, and assessment methods. Tardif (2012) and Saviani (2011) underscore the importance of integrating disciplinary and experiential know ledge in teacher education, recognizing EJA as essential to social inclusion and there duction of illiteracy. Additionally, Brian Street (2014) introduces the concept of social literacy as a process embedded in cultural, social, and ideological contexts. His concept of ideological literacy rein forces the value of the social uses of reading and writing, promoting active student participation. The general objective is to assess there lation ship between the EJA curriculum and the students’ social and cultural context in Aquiraz, Ceará, aiming to investigate how content selection, teaching methodologies, and assessment methods influence the development of social literacy. Specifically, the study seeks to: (1) analyze how the curriculum reflects and adapts to the students’ social and cultural realities; (2) investigate the impact of curricular content and teaching methodologies on the development of social literacy; (3) examine how the assessment methods adopted in the EJA curriculum contribute to social inclusion and the development of critical citizen ship; and (4) propose possible adaptations and improvements to the EJA curriculum to better meet the students’ needs and particularities, promoting their holistic development. The study is based on the or is such as Sacristán (2013), Freire (1980), Street (2014), Gil (2008), and Creswell (2010), as well as regulatory documents such as the LDB and the BNCC. A comparative analysis between secondary data and the sample data enabled the development of proposals to improve the EJA curriculum, aligning it more effectively with the actual needs of the students. The data analysis allowed for a detailed mapping of the reality of EJA in Aquiraz, offering a deeper understanding of its context and challenges. This diagnosis supported the formulation of proposals to enhance the quality of EJA in the municipality.