A Educação de Jovens e Adultos (EJA) nos documentos legais.

Abstract

Youth and Adult Education (EJA) has an extensive and ancient history that began in Brazil in the time of the Jesuits. In its conception, the goal was not an education aimed at the formation of a critical citizen of the world around him, but focused on religious teaching. The YAE began to be seen by the Government when it required individuals to be educated to vote, thus being beneficial to the rulers and administered insufficiently for the population. From this, education aimed at young people and adults has always been marked by discontinuous or insufficient programs for students of this modality. Although there are several researches on this modality, little is detailed about the legal documents that the regent. Based on this assumption, the study had as objective to analyze the concept of EJA in the legislation and to understand what the curricular proposal guided by the legal documents for this modality. In order to achieve what was intended, a research with a qualitative and documentary approach was carried out with the following legal devices: Law on Guidelines and Bases of National Education: National Curricular Guidelines for Youth and Adult Education -Opinion CEB/CEB 11/2000; CNE / Resolution CEB 1/2000; Operational Guidelines for Youth and Adult Education - Resolution 3/2010 and finally, the Resolution 030/2016 state guidelines of Paraíba. This fact it was observed that the documents govern the structure and functionality of this mode of teaching, which is of paramount importance so that states and municipalities can foster the same in their teaching guidelines. As well as, it is also seen that the legal documents report that the methodology of the EJA is different from regular education, considering that the students are heterogeneous and it is necessary to include the learning that they carry from the daily experience. Therefore, it was observed that the documents that guide the structure and functionality of this teaching modality present a teaching methodology for the EJA that is different from regular education, since students are heterogeneous and it is necessary to include the learning that the students they bring from everyday life. Therefore, although laws and documents have a theoretical basis for Youth and Adult Education, new legal guidelines are placed in a way that makes it difficult to work in the EJA, such as distance learning, which may lead to new challenges.