A produção acadêmica sobre egressos da educação de jovens e adultos no Brasil (2006 - 2017)

Abstract

This paper entitled The academic production on graduates of Youth and Adult Education in Brazil (2006-2017) is integrated into the Group of Political Research and Education Management of the Faculty of Education of the Federal University of Bahia - FACED/UFBA. This research has as general objective to map and analyze the academic productions on graduates of Youth and Adult Education - EJA, with a specific focus on the works enrolled in the ANPED GT18 and Theses and Dissertations Database of CAPES from 2006 to 2017. The research found theoretical support in contemporary authors who over the years have focused on studies on the EJA such as: Haddad (2000), Di Pierro (2012), Paiva (2001) and Arroyo (2017). Methodologically, it’s a matter of one research of Knowledge State, as proposed by Romanowski (2006), due to analysis that broach the section of publications on a theme studied, in this case, productions with the theme of Youth and Adult Education available, predominantly, in the Journal Portal, also has a theoretical contribution of LUDKE and MENGA. The research is based on the qualitative approach (ANDRÉ, 1995) and as object of study the GT 18 of ANPED (from the 29th to the 38th Annual Meeting) and the Theses and Dissertations Database of CAPES (2006 to 2017). For the analysis of the eminent material, this investigation assumed the essentially interpretative character and used the content analysis from (BARDIN, 2006); (KRIPPENDORFF 1980). As a result, it’s outstanding the reduction in the number of productions identified on the subject in this inventory, which demonstrates an omission in this field of research. In the group of studies analyzed on the theme of EJA graduates, we noticed a higher frequency of research on High School graduates and vocational studies focusing on experiences in PROEJA. We also identified research that investigated the graduates of the EJA inserted in higher education and, less frequently, graduates of program/literacy projects. The research es indicates that the presence of the people of the EJA in High School and in the University were not accompanied by a more careful training of their teachers and that, although students face difficulties in the courses, they evaluate the EJA as an important space for the completion of Basic Education and admission to Higher Education.