Abstract
Resumo: O artigo analisa a tônica de políticas educacionais para a Educação de Jovens e Adultos (EJA), tendo como foco a modalidade nas unidades penais brasileiras. A partir desse movimento se estabelecem relações com as pesquisas no campo que tratam do trabalho de professores nos espaços de privação e restrição de liberdade. A produção, com abordagem qualitativa, é fruto de estudos bibliográficos e análises documentais. As reflexões apresentadas permitem compreender aspectos das diretrizes educacionais e de estudos na área, articulados às consequências para o trabalho docente, em vista de disputas e consensos produzidos no contexto das reformas neoliberais.
Highlights
The trajectory of Youth and Adult Education (EJA) has been characterized by fragmentary state actions that initially aimed at eradicating illiteracy and, subsequently, at reducing low education levels
It is essential to assume that the modality has undergone determinations of the capitalist system, which requires resuming its paths along with the social relations of production, as well as in its link to the productive reorganization in the country’s capitalist expansion. This can explain the reasons why different initiatives of EJA historically point to the maintenance of social order and naturalization of inequalities forged by inclusion policies for the less favored social classes, providing “[...] capitalist accumulation as a form of social appeasement and response to the flexible accumulation process, in the face of the dangers of structural unemployment” (Ventura, 2013, p. 33). Such perspectives are reflected in the scope of educational public policies for EJA, which, as a Basic Education modality, must be offered in several spaces, including Brazilian penal institutions
We propose a debate capable of building reflections on the articulations that academic research has woven with the educational public policies of EJA for the Brazilian prison system, especially concerning the directions for the work of teachers, given the clashes and consensus produced in the neoliberal context
Summary
The trajectory of Youth and Adult Education (EJA) has been characterized by fragmentary state actions that initially aimed at eradicating illiteracy and, subsequently, at reducing low education levels. This has led us to tie discussions about the educational offer in prisons and the role delegated to EJA teachers in these institutions, which has been understood as the phenomenon of hypercarceration (Wacquant, 2008; 2011), the result of the adopted penal model, under North-American inspiration, mainly in countries considered peripheral With this in mind, both education in prisons and the work of teachers, with a view to what has been outlined about their role and in the penal state, need to be analyzed in an integrated way to the project of global economic development and the place of each of the nations, given the strategies presented in a historical and political course. The teaching practice takes place in an unhealthy and unstable environment, together with emotionally committed students the teachers exercise their function with satisfaction, even with shortcomings in the initial training, absence of policies and the impact of prison rules
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