Educação de jovens e adultos na perspectiva da educação popular: desafios de currículos esquecidos.

Abstract

This work aims to analyze how Popular Education can contribute to the redefinition of curricula in Youth and Adult Education (EJA), taking as its object of study the challenges faced by this educational modality in light of historical curricular neglect. The specific objectives are: to contextualize EJA in Brazil and its assumptions; to understand the curriculum challenges of EJA in the country; and to identify the concepts of Popular Education and EJA as means to overcome neglect in curricular disputes within these categories. The research problem that guides the investigation asks: how can the principles of Popular Education transform EJA curricula into instruments of emancipation and appreciation of popular cultures. The methodology adopted combines bibliographic research of authors such as Paulo Freire, Miguel Arroyo and Carlos Brandão with documentary analysis of educational public policies, using a qualitative, exploratory approach. The results demonstrate that the integration between Popular Education and EJA enables: the construction of flexible curricula based on the cultural universe of the learners; the adoption of participatory methodologies based on generative themes; and the restructuring of assessment processes to recognize different forms of learning. The study highlights the contradiction between legal advances and practices still marked by compensatory approaches, defending the urgency of policies that implement the principles of Popular Education in classrooms. Finally, it reinforces the transformative potential of EJA when recognized as a privileged space for dialogue between academic and popular knowledge, capable of promoting not only schooling but the full exercise of citiz