Alfabetização de adultos e educação popular: práticas democráticas da EJA em São Bernardo do Campo (2009–2016)

Abstract

This research presents a critical study on Youth and Adult Education (EJA) policies aimed at adult literacy, implemented from 2009 to 2016 in São Bernardo do Campo City. It aims to analyze the contribution of democratizing public policies in the realization of the right to education, to the access' conditions, permanence and continuity of studies for the education’s actors. The theoretical foundations on which this research is based are: Arroyo (2005, 2012, 2017), Cury (2002), Haddad (1987, 1991, 2002), Freire (1989, 2005), Freire e Macedo (2011), Gadotti (2009) Gimeno Sacristán (2002, 2013), Ponce (2016, 2018), Santos (2010, 2011, 2018) e Torres Santomé (2013). The study is qualitative research, seeking to make a critical account of the actions aimed at overcoming illiteracy in the city, with emphasis on the epistemology of Popular Education. In addition to the national and municipal documents' analysis, semi-structured interviews are carried out, which help to restore credibility (SANTOS, 2010) to public policy. The hypothesis of this thesis is that the EJA, as a public policy of the State, materialized in the dimensions of Curricular Justice (care, knowledge and democratic coexistence), can contribute to the assumption of the commitment to the Right to Education. The research points out how educational policies for EJA, in the early years (experienced in the years 2009- 2016), enable overcoming illiteracy