Políticas de currículo em Educação de Jovens e Adultos (EJA)

• Autor(a) principal: Torres, Wagner Nobrega
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10567
• topic: Curriculum Policy; Youth and Adults Education; Epistemic Community; Demands; Políticas de Currículo; Educação de Jovens e Adultos; Comunidade Epistêmica; Demandas; Currículos Avaliação; Currículos Planejamento; Educação de adultos; CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO

This research analyzes projects in dispute for the production of curriculum policies in EJA (Youth and Adults Education). For that, this research analysis productions of two spaces where different texts that enunciate demands of several groups walk in, namely, the ENEJAs (Encontro Nacional de Educação de Jovens e Adultos) and the GT 18 of ANPEd (Associação Nacional de Pós-graduação e Pesquisa em Educação). In these, demands in dispute for the production of curriculum policy on EJA are identified and problematized, that articulated in the process of signification, tending to constitute an hegemonic discourse on the curriculum facing to EJA. It is highlighted, in the process that produce policy, the action of epistemic communities in different contexts on the tentative to influence and hegemonies certain senses around the production of curriculum policy on EJA. In this sense, the curriculum policy is understood as a discourse, which implies to board and problematize discourses that circle in different contexts like cross by knowledge-power relations. For such, we dialogue with the discourse s theory proposed by Ernesto Laclau, the methodological approach of policy cycle by Stephen Ball and the analytical side of the epistemic communities. It is argued that the curriculum policies are produced in different contexts, with the involvement of different social actors. It is still defended, based on the analysis of different documents and demands, that possible discourses are constituted as a function of the joint of certain demands, turned equivalents, and that search to make hegemony certain directions of/in the curricular policy of EJA. We still appoint the possibility of future researches about the curriculum policy in EJA.