Políticas do SESI/AL em educação de adultos e de jovens e adultos : as narrativas dos sujeitos-egressos da experiência com a Metodologia de Reconhecimento de Saberes

Abstract

This paper aims to testify in which ways the Methodology of Recognition of Knowledge (MRS) in the initial years of Youth and Adult Education (EJA) considers or not the knowledge of the worker/industrialist/pupil in their training, regarding the experiences in/outside the school. It has as locus a class materialized of a company in the industrial segment of beverages and food, based in Maceió, 2019, and tries to problematize: to what extent the knowledge of the subjects-workers-egresses were valued and recognized with the Methodology of Recognition of Knowledge, in the training process? These subjects are characterized as thinking practitioners and anonymous heroes, understanding that all of them bring historical and social constructions. Methodologically it is a qualitative research in a case study perspective, which has been using procedures and techniques such as document analysis, conversation sessions and life history interviews. The study pointed that the methodology of knowing recognition admitted and valued the linguistic capability of the subjects, primarily, revealed by the domain of reading and writing desire, that was presented by a permeate sense of insecurity, overall, facing the socioeconomical transformations, that impacted on the articulation of knowledge in/outside the school environment.