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This article is part of the thesis, already completed, that discusses the inclusion of artisanal fishermen beneficiaries of the Unemployment Insurance Program for Artisanal Fishers (Programa Seguro Defeso Pescador/a Artesanal) (SDPA) in Youth and Adult Education (EJA). The object of investigation focuses on studies about this topic, seeking to verify the relationships between the schooling of these subjects and the Program. The research´s part focused on this study was the literature review related to works that explore productions that emphasize the relationship between the schooling of artisanal fishermen and SDPA. Its theoretical framework is studied on work and education, considering the subjects, their lives in fishing, and the cultural practices of the communities. Preliminary results indicate "gaps" in the studies related to the schooling of EJA students who live from fishing and who are SDPA beneficiaries. [ABSTRACT FROM AUTHOR]

Objectives a) to analyze the main difficulties of young people and adults in returning to public school and b) to find out what are the main perspectives that nourish young people and adults in returning to formal education. Method: This is a qualitative research and the sample field consisted of an empirical study carried out in a class at a public school in the state of Belém, Brazil. Semi-open questionnaires and a script of study were used as data collection instruments. narrative interview conducted with 12 students The data analysis followed the assumptions of the content analysis. Results: It was noticed that young people and adults, although presenting many difficulties in returning to school, foster dreams and hopes that motivate them to remain in school. Discussion: Although we know that the social context imposes limitations on the political-pedagogical performance of the school, dialectically it is possible to bet on a pedagogy of dreams and hopes that can give meaning, meaning and substantiate the perspectives of those who resume their formal schooling processes. It is a difficult dialectical bet, especially in a scenario in which the hegemony of neoliberal precepts dominates the world political scenario and guides the elaboration, execution and rationality of certain public policies aimed specifically at education. [ABSTRACT FROM AUTHOR]

Youth and Adult Education (EJA) is formed, in its majority, by students excluded from the educational system. They seek an education that guarantees their right to learn how to learn. The Popular Community University (UPC) emerged to be this other educational offer. Through the symbolic experiences of the students and the community, the UPC sought to build an innovative project for the education of young people and adults from the outskirts of Cuiabá, in Mato Grosso. On this scenario, this article aims to address some of these experiences, through bibliographic research, official documents, conversation wheels and studies presented in the master's thesis of this author, developed in 2019 and 2020. The results indicated that the work with the students' life stories contributed to improve their learning, besides the elevation of self-esteem and criticality of this public. [ABSTRACT FROM AUTHOR]

The article presents spaces for dialogues and debates established around the theme of Youth and Adult Education (EJA) in the context of international and Brazilian events. The qualitative approach brings, as a basis for analysis, the preparatory and final documents of the International Conference on Adult Education (CONFINTEA) and the National Conference on Education (CONAE) that took place in Brazil in the first two decades of the 21st century. The results of the analysis present the focused claims for the education of young people and adults in a context in which the spaces for dialogues, debates and demands become important fields of struggle in the processes of participation and formulation of public policies of EJA. It is, therefore, crucial that the existence of these spaces move from the position of demanding the realization of the right to education to that of contributing to the planning, development and evaluation of EJA public policies. [ABSTRACT FROM AUTHOR]

This text intends to reflect about Youth and Adult Education in the context of freedom, according to some contemporary philosophers and thinkers. Initially, an analysis was performed presenting some concepts about freedom in the vision of different authors, such as: Sartre, Kant, Marx, Guy Debord (2003), Hannah Arendt (1983) and Paulo Freire (1979; 1981; 1986; 1997). Then it was argued that, in the contemporary world, the internet is the force that has most revolutionized the media, bringing many benefits in a general scope, as well as the considerable increase in the possibilities of distorting its use. In this way, it is sought to be based on laws that regulate this use and which guarantee freedom and privacy to the individual. In a third moment, it was discussed the realization of the right to education of young people and adults deprived of their liberty, including those in the digital age, valuing them before society and the world of work, allowing for educational and social inclusion. [ABSTRACT FROM AUTHOR]

This study presents the movement and offer of Youth and Adult Education (EJA) policy integrated with Professional and Technological Education (EPT) in the Federal Network of Professional and Technological Education, in the Brazilian context, from its institution to the present day. Three distinct movements were analyzed: ascension, stagnation and silencing, producing data through documentary analysis, and, as a systematization, this text was elaborated, with the dialectical analysis as its theoretical-methodological orientation. It was assumed that the EJA EPT policy, built in this space-time as a context of “dialectic of disputes”, now advances and expands the offer, allowing access to the excluded strata of society, it now goes backwards to meet the interests of Capital. Thus, in addition to analyzing the supply and growth of the Federal Network, there was also the influence of the National Program for Access to Technical Education and Employment - PRONATEC, which started to be offered as of 2011, in the EJA EPT policy. The results point out the difficulty of maintaining the integral formation in EJA EPT, considering the neoliberal characteristics in course. [ABSTRACT FROM AUTHOR]

To do a research, Ludke and André (1986) state that it is necessary to confront data, evidence, information collected on a given subject and the theoretical knowledge accumulated about it. The purpose that study was justified by the need to know and expand the understanding of who are the young and adult subjects who seek school education at night, as well as understanding the broader relations that influence the lives of these students regarding their return to the school context and the conditions that combine studies and work. We understand that this proposal tends to contribute significantly to schools by making it possible to identify who are the subjects of youth and adult education (EJA), contributing with data to feed the pedagogical proposals from the references developed in this academic work, in order to contribute with teachers to rethink their pedagogical practices in meeting the demands of this specific public. In the direction of understanding education as a right, this study allies itself with the broader struggles of the working class in order to understand the objective conditions that the working student of EJA has to complete his studies. [ABSTRACT FROM AUTHOR]

This article provides a brief historical contextualization of the trajectory of youth and adult education (YAE) in Brazil, with the aim of reflecting on the conceptions that underpinned public policies and that still have implications for the educational scenario of this modality. For this, a bibliographic/documentary research was carried out, analyzed in the light of the theoretical assumptions that generate the research in this field of study. It is understood that throughout the history of education, public policies for YAE have been discontinuous and fragmented, not being a priority for governments, which has had profound marks on this modality and its students. YAE is part of a complex political field, with several peculiarities and which, despite having presented countless advances over the decades, has been threatened by regressive public policies that seriously compromise everyone's right to education. Public policies for YAE need to be built from a broad reflection, not only in terms of education, but in its social, economic and cultural context as a whole. [ABSTRACT FROM AUTHOR]

The article presents reflections on the development of Youth and Adult Education (EJA, in Portuguese acronym) during the early twenty years of the implementation of Law 9.394/1996, based on the achievements in the right to education field, guaranteed by the Federal Constitution/1988. Anchored in several authors, researches, documents and official statistical data, it displays a brief analysis about legal, operational and political frameworks main implemented at the last three federal governments, which contributed to the EJA configuration process as a public politics, highlighting the impacts, challenges, ruptures and continuities, also recognizing the achievements and limits of the actions implemented. [ABSTRACT FROM AUTHOR]