Currículos na educação de jovens, adultos e idosos em Maceió: entre prescrições e resistências

Abstract

This research, which is part of the Gedic Education, Curriculum and Diversity research group and was funded by the Alagoas State Research Support Foundation (Fapeal), looked at the years 2023 and 2024. The research sites were two public schools that offer EJAI in the Maceió Municipal Network. The general objective was to to understand how the curricula of the EJAI were configured, after the impositions of CNE/CEB resolution nº 1, of May 28, 2021 in schools of the Municipal Network of Maceió/Al, considering if they comply with the prescriptions, or if they resist by building emancipatory curricula and as specific objectives we seek i) to reflect on the conceptions of curriculum that most marked the EJA in Brazil; ii) to situate the context and locus of the investigation; iii) contextualize the official curricular proposals present in Youth and Adult Education at Semed/Maceió, considering the reform movements of the 1990s and their developments in the present time 2023-2024; iv) analyse the curricular practices of YAE teachers in the schools investigated, in order to understand whether they are resisting or assuming alignment with the BNCC, imposed by CNE/CEB resolution no. 1, of May 28, 2021. In order to achieve the proposed objectives, we started from the following problem: To what extent do EJAI schools in Maceió build emancipatory curricula, even in the face of the impositions of CNE/CEB resolution no. 1, of May 28, 2021? The methodology used was a qualitative approach, based on a Case Study/Multiple Case Study. In the process of constructing and analyzing the data, we used observation, a field diary, semi-structured interviews, document analysis and data triangulation. The triangulation of the data ratifies the educators' narratives, demonstrating that the schools surveyed resist the concept of a curriculum aligned with the BNCC, going beyond the prescriptions. As a result, it was found that the curricula developed in the classrooms investigated are emancipatory and emerge from the dialogues established between educators and students, in which the students' knowledge and know-how are valued.