Sertaniando a Educação Básica: um estudo das políticas de acesso a EJA, construídas ou executadas na SUEJA/RN

Abstract

We discuss in this Master’s thesis the access to Basic Education, EJA modality, limited in the policies for access to Youth and Adult Education (EJA), built or executed in the Youth and Adult Education Subcoordinary (SUEJA), in 2000, when instituted in Secretary of State, Education and Culture (SEEC), to 2016, analyzing its current guidelines for attending this public in the State of Rio Grande do Norte. The objective is to build a historical and critical analysis of the policies articulated in SUEJA, focusing on the policies for access to the EJA in the State of the RN. We articulate the research with the studies conducted in the Education, Policy and Educational Praxis Line of the Graduate Program in Education of UFRN, and with the research group Sertania, Education and Cultural Practices, whose theoretical approach converges to problems that move the our thinking in the field of diversity. We assume Historical and Dialectical Materialism as a method and qualitative research as a reference in the data construction and analysis procedures. The methodological tools interpenetrate to interviews of free conversational character, to study in documents collected in SUEJA files of individuals and in the Integrated System of Management of Education (SigEduc). In addition, we work with relevant bibliographic sources on the subject, among which we highlight the doctoral thesis of Jane Paiva (2005, UFRJ); the Master’s thesis of Giovana Albino Gomes (2010, UFRN); the Master’s thesis of Berenice Pinto Marques (2015, UFRN); and the doctoral thesis of Walter Pinheiro Barbosa Junior (2002, UFRN). With the studies of the literature, the documents and the interviews, it was possible to understand that the policies created or executed in SUEJA between 2000 and 2016 do not respond to the specificities of life, work and continued formation of the majority of the young people and adults to whom they are destined. This is because public policies are essentially marked by discontinuous schooling policies, mostly served by temporary projects and programs. The data that are added to the research express results that represent weaknesses in the access and permanence of the students of the EJA in the school process, showing that the access policy in SUEJA distances itself from the characteristics of the students of the EJA, regarding the responsibility of the State with the access policy.