Análise crítica da proposta curricular pedagógica da Educação de Jovens e Adultos – EJA do estado do Amazonas sob a perspectiva freiriana na concepção da emancipação do cidadão

Abstract

The objective of the research is to understand how the Education for Youth and Adults (EJA) in the State of Amazonas is being executed and developed in the schools of the Department of Education and Sports (SEDUC-AM). The study took into account the following theorists: Arroyo (2012), Brandão (2006), Di Pierro (2001), Fávero (1983), Freire (2001), Freire (1981), Soares (2011), e others. Based on this assumption, we understand the Federal Constitution of 1988 as the landmark that supports access to basic education for all, regardless of the citizen's level of education. Thus, the state is responsible for implementing effective policies that serve those who may have left their studies aside or any individual who is interested in returning to their studies. Based on this, a resolution is sought through the explanation not only of the critical view of the EJA guidelines and curricular proposal under the aegis of Paulo Freire, but also of the multiple methodologies adopted by teachers in the face of classroom challenges in line with the individual reality of each student to overcome their own difficulties from the perspective of promoting their autonomy, as emphasized by FREIRE (2004). Starting, therefore, from the historical perspective of Youth and Adult Education (EJA), bringing to light the approach of the guidelines and the current pedagogical proposal of EJA in the state of Amazonas.