Investigação-ação numa experiência integradora de educação profissional para jovens e adultos em situação recorrente de escolarização.

Abstract

This dissertation is based on a collaborative investigation with students and teachers of two public schools, a municipal and a federal school, having as theoretical support Paulo freire’s studies. In one of such schools I worked with students and teachers of Youngster and Adult Education (so called EJA, in Brazil). In the other school, the focus was the initial and continuing professional education of those EJA students. The field of possibilities of those subjects, such as social background, cultural environment, daily life situations, institutions and groups accessed, provide them with elements to dialogue with hegemonic values and take a position in relation to such values in the privileged space of school. I reflect upon the conception of education that does not submit to the logic of the mere formation of labor for an implacable and voracious market. In order for this to be worth it, our schools must form professionals capable of taking a critical position in the labor world as well as in life. I see action-investigation as a non-idealistic way of discussion and facing of educational problems, proposing them close by the historical action of the subjects, including the investigator him/herself. I believe that the widened dialogue between the two teaching institutions, where the values brought by educators and learners are present, will make it possible the continuity of critical reflections upon the actions performed, as well as the collective planning of new actions. When thinking about the challenge of building a public policy of EJA with formation to labor, we have to search for a qualitatively different education, which has as perspective a tolerant and equalitarian society that recognizes the continuing education as an alienable right of everyone. I analyze, in the argumentation constitution, the contingents of the institutional projects as well as the limits of the young and adult students themselves, both constitutors of complex conditions of development of such way of schooling.