A EDUCAÇÃO PERMANENTE E SUA INTERFACE COM AS POLÍTICAS EDUCACIONAIS PARA EDUCAÇÃO DE JOVENS, ADULTOS E IDOSOS NO BRASIL

Abstract

Based on the premise that education is a constitutional and human right in Brazil and it’s not restricted only to schooling or Basic Education, but also involves formal, nonformal and informal processes, this study discusses the concept of permanent education based on the principle of multiple and integral, defining Youth and Adult Education and Education for the Elderly (known in Brazil by the portuguese acronym – EJAI) as a research field since it presents some convergent elements. Thus, the research problem raises the following question: what are the relationships between educational policies for EJAI and lifelong education? The general objective is to analyze the relationship between lifelong education and EJAI educational policies from the perspective of constitutional and human rights to education. As specific objectives, we’ve established: Contextualized education as a right in Brazil, based on the Constitutions and the Universal Declaration of Human Rights; To conceptualize lifelong education based on the different existing approaches, establishing its relations with educational policies for the Education of Youth, Adults and Elders; to investigate the relationship between permanent education, Youth and Adult Education and Education for the Elderly and human rights; to analyze the relationship between the educational policies for Education of Young people, Adults and Elders and the permanent education, evidencing its limits and possibilities. The methodology that was applied is based on the critical approach and on the main theoretical references used to discuss the problem. they are Arroyo (2017) Barros (2013), Furter (1976, 1984), Freire (1982, 1987, 1992, 1996), Gadotti (2007), Paiva (2009), Pinto (1987), Requejo Osorio (2003), Ribeiro (2005), Romão (2007, 2011) Oliveira (1999, 2013) and Scortegagna (2010, 2013, 2016). The methodological procedures were based on the state of knowledge, followed by bibliographical and qualitative research. The research location was a private institution of Curitiba that offers the EJAI in the Fundamental and Middle levels and it counted with the application of a questionnaire contained open and closed questions for the pedagogical and teachers team, composed by a pedagogue and 12 teachers. Among the results, 75% of the teachers have knowledge about continuing education and are able to relate it to EJAI, declaring that, as a public policy, this modality is considered a way of permanent education and it evidences that the educational policies can be considered the connection between them. In addition, it was possible to present that there are no specific educational policies for lifelong education, that the National Education Plan is the most well-known educational policy of the public surveyed and that all educational policies that contemplate the EJAI are related to permanent education. EJAI is part of the concept of permanent education.