Encontros Nacionais da EJA-EPT (PROEJA) da Rede Federal (2018-2024): desafios e possibilidades para as políticas e a formação de profissionais da educação

Abstract

This research investigates the textual and audiovisual productions of the National EJA-EPT (PROEJA) Meetings of the Federal Network of Professional, Scientific and Technological Education (RFEPCT), held between 2018 and 2024, including recordings, abstracts published in digital Proceedings, and final documents. The objective is to analyze these productions in order to understand the challenges and possibilities related to policies and the training of education professionals for EJA-EPT (PROEJA). The critical theoretical framework adopted is grounded in the perspective of historical-dialectical materialism and in the theoretical debate on the integration of Youth and Adult Education (EJA) and Professional and Technological Education (EPT) within the context of the Federal Network, encompassing the historical development of PROEJA as a public policy, EJA-EPT as a theoretical- epistemological and political field, and the integrated curriculum from the perspective of integral human formation. Methodologically, this is a qualitative bibliographic-documentary study, involving the development of analytical categories grounded in the contributions of Laurence Bardin and in the dialogism matrix proposed by Mikhail Bakhtin. The systematization of data, focusing on two central categories (policies and the training of education professionals), resulted in the construction of an integrative synthesis based on the fundamental categories of the dialectical method, aiming to understand the historicity and processual nature of EJA-EPT (PROEJA) within the Federal Network. The results indicate that these national meetings of the Federal Network constitute important (inter)discursive and dialectical spaces, as they reflect a historical period, intersect the political, scientific, and empirical fields, and foster the production of new knowledge and practices. An intercessory spiral with a moving meaning was presented as an analytical device to highlight the complexity of EJA-EPT (PROEJA), which involves the convergence of multiple determinations in the construction of meanings of this integration and its materialization within an internally heterogeneous Federal Network, configuring it as a dynamic and contested field. It was also concluded that the effective implementation of EJA-EPT (PROEJA), from the perspective of integral and integrated human formation, requires enduring policies for initial teacher education across all teacher education programs, as well as policies to promote and support research and continuing education for education professionals to work with EJA-EPT (PROEJA) within the Federal Network. It also requires the ongoing commitment of researchers, administrators, teachers, and other education professionals, in articulation with civil society organizations.