(Re)Conhecendo o PROEJA: uma análise da política pública que integrou a educação profissional com a educação básica na educação de jovens e adultos

Abstract

Educators, like Freire, defend Education throughout life, permanently, with a view to the inclusion of marginalized individuals. In this context, EJA, especially integrated with Vocational Education, can be considered as a public policy aimed at the insertion of individuals in society, given its characteristics of raising schooling and professional training. PROEJA is constituted, therefore, of the latent need of society to formalize knowledge and professional practices, allied to Basic Education, at the fundamental and medium levels, for those who are in an age-grade lag. With this research, we sought to analyze the vocational education integrated with EJA, especially PROEJA, as a policy that promotes social inclusion and development, seeking to (re) know relevant aspects of its historicity and references, going through the offer profiles and occupation of vacancies. For its effectiveness, a qualitative approach was adopted, of an exploratory nature, with an emphasis on bibliographic and documentary analysis, with a focus on themes related to research, going through the EJA and its trajectory, through the analysis of PROEJA regarding educational public policy and data statistics available on the Nilo Peçanha Platform, as a way to outline the profiles of vacancy offer and occupation. It can be seen in the development of the work that PROEJA has potentialities that need to be explored and weaknesses to be corrected, but with a difference in comparison to the other policies adopted to EJA: that of being a proposal designed for the continued formation of a portion of the population hitherto lacking quality education. Among the findings, it can be confirmed that the creation of the Federal Network for Professional, Scientific and Technological Education and the Federal Institutes of Education, Science and Technology were fundamental for the dissemination and implementation of the policy in the national territory, even if, in the analyzed period , just over a third of the Units linked to the Network offered PROEJA. From the analysis of data from the Nilo Peçanha Platform, it was found that, among those enrolled in PROEJA, at the national level, the majority are female, with a predominance of self-declared black students and with a per capita family income declaration below minimum wage. Also, that the vast majority of Federal Institutions do not reach the target of 10% of their offer for PROEJA and that there is a high dropout rate in courses throughout the Federal Network of Professional and Technological Education, being, on average, in the range 20%. In view of the considerations pointed out in the work and in the development of the research itself, in the dialogues with the authors, in the findings from the legal frameworks, from the guiding documents, from specific and qualified bibliography and from the subsidies built from the PROEJA numbers, that the the exposed problem was satisfactorily answered, not exhausted, since, in the field of Education and its policies, and a policy as recent as PROEJA, discussions do not tend to be exhausted, since new perspectives, perspectives, new legal frameworks , documents and indicators, new discussions arise pari passu Education itself moves, develops, builds and rebuilds.