Educação de Jovens e Adultos: relações entre as políticas educacionais e o trabalho sob o viés do modo de produção capitalista

Abstract

Education for Young People and Adults (EJA) is a mode of teaching permeated by the

struggle to be realized as education. The educational trajectories, as well as the socio- economic vulnerabilities experienced by the individuals who make up EJA, reveal

some of the problems of the capitalist system and its context as a mode of production, along with the relationships that are established through it. The need to work appears as one of the main reasons for school dropout. The work through which the experiences of these young people and adults pass is understood as abstract, with no (re)recognition of the process of selling their labor power, nor (re)recognition of the individual as a worker-subject. The need to qualify and/or even enter the labor market ends up leading them back into educational institutions through Education for Young People and Adults. From the understanding of EJA as a modality permeated by intentionalities and submerged in the relations of the capitalist mode of production, the following research question arises: What are the relationships between the educational policies of EJA and labor under the lens of the capitalist mode of production? Thus, the research aims to: analyze the relationship between the educational policies of EJA and labor through the perspective of the capitalist mode of production. The research adopts a qualitative approach, of a bibliographic and documentary type, based on historical-dialectical materialism, through the emerging categories: totality, contradiction, work, and alienation. From the history of EJA and the relationships between capitalism/neoliberalism in the establishment of educational policies, as well as the correlations between EJA and Labor, it is possible to understand that the subjects who make up this modality are affected by their relationship with labor, and work goes beyond being abstract and alienated; it is ontological and can be connected to education beyond capital, meaning, it serves as a means of overcoming it.