Currículo e a docilização corpórea na educação de jovens e adultos

Abstract

This final paper aims to question the conception of curriculum in Youth and Adult Education (EJA) in a state school in Maceió-AL in the face of the docilization of the body, a term used and adopted in this research with support from Michel Foucault (1987), in addition to highlighting the relevance of the theme of docilization for Education. The methodology used was of a qualitative nature, which initially involved visits to the school, but which soon after the pandemic changed to bibliographical research and remained until the conclusion of the work. Its general objective is to discuss the corporeality of EJA students in the period before, during and after the COVID-19 pandemic. The specific objectives seek to question the way curricula deprive bodies, evoke the use of ICTs in distance learning classes, question whether students were involved in distance learning classes and analyze how students were inserted into virtual environments. We drew on Arroyo (2017) and (2011), Barreto (2007), BNCC (2017), LDBEN 9394/1996, Foucault (1987) and (2005), Freire (2002), Gomes (2007), Lopes and Souza (2005), Louro (2020), Paiva (2018), Pinar (2007), Reexamination of CNE/CEB Opinion No. 23/2008 and CNE/CEB Opinion No. 1/2021, Senhoras (2020) and Silva (2010). The results make it possible for several questions to arise and for new methodologies to be addressed in the EJA, bringing improvements and making education a more consistent, relevant and meaningful tool.