Uma experiência democrática popular de EJA em São Bernardo do Campo-SP (2009-2016)

• Autor(a) principal: Zanardo, Nívia Dantas Ribeiro
• Data de Publicação: 2022
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/26101
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO; Políticas públicas de EJA; Experiência de gestão democrática popular da educação; Justiça curricular; São Bernardo do Campo-SP; Youth and Adult Education public policies; Experience of popular democratic management of education; Curricular justice; São Bernardo do Campo-SP

The present study aimed to analyze the experience of Youth and Adult Education (Educação de Jovens e Adultos – EJA) in São Bernardo do Campo, state of São Paulo (SP), Brazil, from 2009 to 2016, based on its structuring curricular actions that bring it closer to the concept of “Curricular Justice”. It is believed that popular democratic experiences of Education experienced in history can and should be rescued and analyzed as they contain in themselves the potential for inspiration and transformation for new educational actions. They can be seeds for public policies of democratization and the pursuit of social quality in Education. “Curricular Justice”, a concept that was later accessed in the aforementioned EJA experience, was used for two reasons in the analysis: for containing catalyst and potentiating elements of that action when analyzed; and for foreseeing, in its concept, the resource of using the history of Education, therefore, the concrete experiences that took place in it, to constitute itself as a democratic proposal of Education. It can be affirmed that the experience that took place in São Bernardo do Campo in the EJA modality (2009-2016) was committed to the struggle for the right to social quality education. This study is part of the investigations carried out by the Education and Research Group on Curriculum Justice (GEPEJUC/CNPq), led by Professor Branca Jurema Ponce, PhD, of the Education Program: Curriculum, at the Pontifícia Universidade Católica de São Paulo (PUC-SP), where the fundamental foundation of the analysis is inserted, the constitutive dimensions of Curricular Justice, namely: knowledge, care and democratic coexistence. The theoretical support is sought in: Apple (2008), Arroyo (2007, 2011, 2013), Freire (2001, 2011, 2015), Gimeno Sacristán and Pérez Gómez (2000), Giovedi (2012), Ponce (2016, 2018), Ponce and Araújo (2019), Ponce and Neri (2015) and Torres Santomé (2011, 2013). The research had a qualitative approach (CHIZZOTTI, 2017) and the tools were based on those proposed by Gil (2008). The data produced were organized and categorized according to Bardin (1977). It was sought to offer contributions to those involved with public education policies, to those committed to the right to Education, especially to those who work with Youth and Adult Education