Wesley Silva Mauerverck

REFERENCE: MAUERVERCK, Wesley Silva. INTEGRAÇÃO DA EDUCAÇÃO DE JOVENS E ADULTOS COM A EDUCAÇÃO PROFISSIONAL: NOVA INSTITUCIONALIDADE NA EDUCAÇÃO BÁSICA BRASILEIRA. 2016. 117 f. Universidade Federal de Goiás, 2016.

AUTHOR: Wesley Silva Mauerverck
TITLE: YOUTH AND ADULT EDUCATION INTEGRATION WITH PROFESSIONAL EDUCATION: A NEW INSTITUTIONALITY IN BRAZILIAN BASIC EDUCATION (INTEGRAÇÃO DA EDUCAÇÃO DE JOVENS E ADULTOS COM A EDUCAÇÃO PROFISSIONAL: NOVA INSTITUCIONALIDADE NA EDUCAÇÃO BÁSICA BRASILEIRA)
ADVISOR: Prof. Dr. Cátia Regina Assis Almeida Leal
CONCENTRATION AREA: Education
RESEARCH LINE: Culture, Teaching and Learning Processes
DEFENSE DATE: N/I

ABSTRACT:

The fundamental question that guided this work was understanding of the ideological political purposes of the State in institutionalizing a new modality of basic schooling of youth and adults linked to vocational education, in a society whose mode of production is capitalist. Understanding the intentionality of the EJA of this path and the reasons for its connection becomes a necessity, as it allows the apprehension of the hegemonic dispute of this social field, which is Youth and Adult Education. Thus, this work has as its specific objectives: to list and describe the legal apparatus of youth and adult schooling in the Imperial, Republican and dictatorial periods of Brazil (1966-2016); analyze the purpose of the institutionalization of the linkage of the EJA with the Professional Education. The methodological theoretical path is based on the historical-dialectical materialism method for investigation and exposition of the object. In the investigation, a documentary research was carried out of the official norms that deal with the EJA and its connection with the Professional Education from 1966 to 2016, a bibliographical research for contextualization and data analysis. The data found show a growing branch and differentiation of the public policies of EJA. The types and models of schools aimed at this audience were transformed. Firstly, with literacy programs, then a general modality and finally a professional and general one, without, however, apparent breaks in each of them. Integration programs, on the other hand, are closer to the perspective of integrated training, as they intend to break with the logic that brings education to the market. Regarding integrated education, advances in public policy are still incipient, which does not offer opportunities to act in a counter-hegemonic perspective, in order to emancipate the subject, to form the integral, ominalteral human being.

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