A Educação de Jovens e Adultos (EJA) nos Programas de Pós- Graduação em Educação no Brasil.

Abstract

This research aims to analyze the development of Youth and Adult Education (EJA, acronym in Portuguese) within Graduate Programs in Education (PPGEs, acronym in Portuguese) in Brazil. The theoretical and epistemological framework is based on the contributions of Bourdieu (2003, 2004, 2007), regarding the social uses of science; Pinto (1960, 1982, 2020), on youth and adult education and the social purpose of science; Stetsenko (2019, 2021, 2022), on ethical-onto-epistemology and transformative activist positioning; and Freire (1996, 1997, 2019), with his contributions to Popular Education and EJA. The research problem was formulated as follows: To what extent has academic research output in PPGEs and research areas focused on EJA contributed to the struggle and defense of this modality as an effective right for the population, as well as to the continuous improvement of education policies and practices related to EJA? The methodological procedures involved qualitative research with a documentary approach and prosopography of renowned researchers in the EJA field. The criteria for selecting the interviewees were: a) field of expertise; b) being a professor in a PPGE; c) participation in EJA Research Groups; and d) number of publications and recognition in the field among numerous existing studies. This study argues that EJA occupies a restricted and marginalized space in PPGEs, despite its historical presence and the social relevance it holds in the Brazilian educational context. This limitation in academic production reflects not only the lack of robust institutionalization of EJA in Higher Education but also the structural and epistemological challenges that permeate this field of research. However, even in this scenario of restriction, there is significant commitment from researchers and activists in the area, whose engagement has been key to keeping EJA present in academic research and practice. After the completion of the interview and category analysis stages, the main findings were: a) EJA is presented as a space for resistance, social inclusion, and transformation, yet it still faces challenges of marginalization and invisibility; b) continuous and integrated public policies are needed to reposition EJA as a priority at the federal, state, and municipal levels; c) the implementation of specific policies for EJA remains insufficient, with challenges in provision, funding, and legislation; d) strengthening the presence of EJA in PPGEs is necessary to consolidate its social and political role; e) it is recommended to encourage the creation of more research areas dedicated to EJA and promote the articulation between academia and school networks to contribute to innovative pedagogical practices; and f) the continuation of collaborative networks among researchers, public managers, and educators is essential to address regional inequalities and consolidate the field, in order to deepen the understanding of EJA’s ongoing struggle for visibility and recognition, which demands greater articulation between research and the formulation of education policies that can ensure the right of young people and adults to education.