As contribuições da educação de jovens e adultos na construção de processos inclusivos no campo da saúde mental

Abstract

This dissertation discussed the issue of social inclusion of people with mental disorders from an intersectoral experience established between the fields of mental health and Youth and Adult Education (In Portuguese EJA). Contributing to the scarce scientific literature directed to this theme, this study showed to be unique compared to other works since it focused on an experience of EJA present in non-school spaces. The study was conducted in one of the Culture Living Centers located in Belo Horizonte, an institution that composes the Psychosocial Care Network in this city and assists people suffering with severe mental problems and social life impairment. We tried to analyze the possible contributions provided by EJAs classes present at this institution to the social inclusion processes of these subjects. To do so, from an exploratory research, we used One Case Study as a methodological basis, taking as case studies the EJAs classes present at Paulo Freire Culture Living Center (In Portuguese CCPF) developed during 2011. Seeking a methodological triangulation, we used as instruments for data collection: 1) observation; 2) semi-structured interviews; and 3) documentary analysis. The data collected was processed using the methodology of analysis of content. In order to analyze the possible contribution of adult education for social inclusion processes developed by mental health, we built two educational perspectives, using theoretical reference from Arroyo (2000, 2005, 2007 2001, 2006), Freire (1992, 2005, 2007) and Brandão (2009). We distinguished these educational perspectives as schooling and emancipating: the first one is characterized by an educational practice restricted by processes of teaching and learning, and the second one is directed to a humanizing dimension. Through analysis of the research results, we realized that, during 2011, the educational practices of Youth and Adult Education at CCPF differed significantly from previous years. Thus, from an emancipating practice in the early years of this experience, EJA has been redirected to a schooling practice, especially in 2011. We identified that the EJAs classes, as they were approaching to regular school and consequently to its norms, they were moving away from an emancipating perspective. Therefore we concluded that contributions to the social inclusion processes of mental health have become restricted and have focused on teaching instead of on education as human development.