Please use this identifier to cite or link to this item: https://app.uff.br/riuff/handle/1/18218
Title: Educação de jovens e adultos ou educação da classe trabalhadora? Concepções em disputa na contemporaneidade brasileira
Keywords: Educação;  Trabalho;  Educação de adulto;  Educação de jovens e adultos;  Educação profissional;  Políticas públicas;  Brasil;  Youth and adult education;  Professional education;  Work
Issue Date: 19-May-2008
Abstract: The main objective of this research is to capture and to analyse the conceptions of Youth and Adult Education (EJA) which are under dispute in the contemporary Brazilian society. Thus, this study aims at understanding the process which led to the construction of the current identity of the EJA and (as a result) it also points out the contradictions, oppositions, convergence of interests, consensus and contours of the reformulations of the EJA in the last decade. Moreover, it also discusses the alternatives and obstacles with relation to the theoretical and practical processes of approach of both Work and Education and Youth and Adult Education. Furthermore, this investigation seeks to demonstrate how the identity of the EJA has acquired a more complex format since the 90s, a decade which was characterised by the fragmentation of the undertaken actions. This fragmented format has been inspired by the logic of the flexible accumulation pattern and the guidelines of the international organisations, especially BIRD and UNESCO, which have added a new dimension to the fragmentation content. To address this problem more effectively, this work analyses the complex relationship between the EJA and the global policies, mainly concerning the structural aspects of the capitalist system and its crisis; the Brazilian State Reform and its implications in the educational field as a whole. In addition, it also discusses the concepts and the proposals designed for adult education, developed by the international organisations in reply to the new materialisation of the international capitalism, which has influenced the debates and the formulations concerning the EJA in Brazil at the moment. Futhermore, this study presents the recent configuration of policies regarding the EJA (1995-2006) as well as the ways in which Fernando Henrique Cardoso (in both government terms), and Luiz Inácio Lula da Silva (in his first term), dealt with this educational programme both legally and practically, that is, in conceptual and in practical terms. The following chapter reflects upon the concepts as well as the methodological and theoretical perspectives of the works presented at the Post Graduation National Association and Education Research (ANPEd) meetings, and the reports of the National Conference on Youth and Adult Education (ENEJAS), when this research was being carried out. In addition, the analysis done in this study highlights the fact that, at the moment, with regard to the EJA, what prevails are the different forms of access to this type of educational programme, which is responsible for the uneven and unequal distribution of knowledge. Finally, the concluding chapter points to the tensions, the contradictions and the challenges existing in the predominant logic that contributes to mantain or to overcome the prevailing social order in the EJA, and in the Brazilian contemporary society.
URI: https://app.uff.br/riuff/handle/1/18218
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