As propostas curriculares na educação de jovens e adultos no município de Sumé: limites e potencialidades.

Abstract

Given that schooling is a right of all citizens, regardless of social class, gender, ethnicity, religion, among others, we know that this process of teaching was not so egalitarian for all, there was a time when teaching was limited to a small minority, through this situation there arose several struggles and resistance to have the conquests of today, among them the struggles of people who could not attend regular education at the right age, then created the modality of Education for Young People and adults. It is a teaching modality with its own characteristics, whose purpose is to overcome a social deficiency, and in fact to execute what is put in the legislation. Through this scenario, there are concerns, among others the curiosity of researching the curricular proposals in the education of youths and adults in the city of Sumé-PB, their limits and potentialities, in order to understand the weaknesses and potentialities of these curricular proposals, as well as how the contextualization is treated from the documents that regulate the Education of Youths and Adults at national and local level. Therefore, it was necessary to map and characterize the curricular proposals for this modality of teaching; analyze and understand how contextualization is treated from the documents that regulate this teaching; identify positive and negative points, to be highlighted in the drafting of documents with regard to contextualization. In this way a Documentary Survey was carried out having as national source (OPENING CNE / CEB 11/2000, Resolution CNE / CEB nᵒ1-2000, and Resolution nᵒ4), and local (Portaria Nᵒ01 / SEDUC, guidelines for the EJA the year 2017 in the municipality of Sumé) the approach adopted was a Qualitative Research. In view of this, it can be seen that the national legislation indicates several possibilities, one of which is that it recognizes Youth and Adult Education as a teaching modality that has its own characteristics, that its particularities must be respected, also providing discussions about the conception of curriculum, as well as contextualized education, curricular space. But there are also some gaps, the lack of a definition on some aspects: definition of curriculum, contextualized education, proponents, about its diversified part, among other elements. The local source follows the parameters of the national legislation and also points out similar possibilities, among which we highlight the conception of education, valorization of the Human Being and its experiences, offer technical and pedagogical advice, to the implantation of professional courses for the classes of Youth Education and adults within the school curriculum. However, there are also some gaps, one of the highlights is that in the resolution does not show the particularities of young people and adults, who attend the teaching in the municipality, there is an indicative example of the experiences of the students who live in the field, which technical advice and pedagogical and vocational courses mainly for these students, which imposes the observation that both national and local legislation has possibilities and fragilities that need to be more discussed so that the school curriculum is not seen separately from the students, and thus they will have access in a contextualized way.