A juvenilização da EJA no ensino médio da rede pública estadual do Rio de Janeiro

• Autor(a) principal: Fernandes, Marcos Vinicius Reis
• Data de Publicação: 2021
• Outros Autores: [e-mail]
• 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/1/19288
• topic: Youthfulness; High school; EJA; Juvenilização; Ensino médio; SEEDUC; RJ; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO

The present research had as object of analysis the phenomenon of Juvenilização in the Education of Youth and Adults in the Secondary Education of the public network of the state of Rio de Janeiro. The study started from the following questions: did the public policies of the state of Rio de Janeiro triggered in the period from 2008 to 2019 contribute to the youthfulness of EJA / EM? Have flow correction strategies shaped this phenomenon? Have the National Certification Exams (ENCCEJA) been a way of youthing EJA for certification purposes? How has this phenomenon of the youth of EJA / EM been manifested in state schools located in the municipality of São João de Meriti? The following objectives were established: to analyze the implementation of government policies in Youth and Adult Education and their impacts on the youth of EJA; to analyze the school flow correction strategy in the policies adopted by the state, through the autonomy program, in the period that was in effect in high school and its persistence in elementary school in the final years, as a stimulus for the migration of young people to EJA / EM; understand and overcome the apparent phenomenon of youthfulness of EJA / EM in the municipality of São João de Meriti, inserted in the context of the periphery of dependent capitalism. We hypothesized the idea that the phenomenon of youthfulness of EJA in contemporary times is the result of educational public policies influenced by large-scale examinations that introduce young sons and daughters of the working class who are in age-grade distortion in correction projects. flow and as soon as they complete the minimum age established in the legislation in EJA classes, so that this age becomes the maximum for enrollments in regular classes. The theoretical-methodological foundation is based on the perspective of Marx's historical dialectical materialism, in line with the authors and authors of the theoretical-critical conception of the field of education who contribute to the debate on the categories: education and work, youth, educational duality, class social, social inequality. As a methodological procedure, we use statistical, documentary, and bibliographic sources. We conclude that the process of juvenile EJA / EM is the result of a process of government policies historically produced in crumbs of the right to education for the working-class youth and that the certification exams are inserted in this dynamic as one of the determinations of the phenomenon of juvenilization for certification purposes.