Política pública PROEJA no IFBA Campus Santo Amaro (BA) : (des)caminhos, contradições e consequências

• Ano de defesa: 2016
• Autor(a) principal: Flores, Tânia Maria Dantas
• Orientador(a): Romão, Eliana Sampaio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Pós-Graduação em Educação
• País: Brasil
• Palavras-chave em Português: Educação; Educação e Estado; Política educacional; Avaliação educacional; Educação de adultos; Inclusão escolar; Santo Amaro (BA); Instituto Federal de Educação, Ciência e Tecnologia da Bahia (IFBA); Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos (Proeja)
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/handle/riufs/4849

ABSTRACT: Public policy PROEJA - National Professional Education Program Integration with Basic Education in Adult and Youth Education Mode - has as its main goal to combat the inequality and the exclusion of the brazilian citzens that was excluded from the educational system by the issues found inside and outside of the school, promoting them the access to the intregrated high school and a professional formation with technical level to elevate not just educational level but also to minimize the problem with income level.This study aims to conduct an ex post, or goals, of PROEJA public policy in the IFBA - Federal Institute of Education, Science and Technology of Bahia – campus Santo Amaro -BA, in order to ascertain whether and to what extent the implementation of the policy promotes social and educational inclusion of the public of the Youth and Adult Education -EJA, the political target, historically excluded, as well as the conditions of access, permanence and completion of the Technical Course in Occupational Safety. To do so, given the dialectical contained in the pair articulated exclusion/inclusion, on the context of this neo or pos liberal society, we chose the philosophical movement of dialectical historical materialism, based on the ideas of Marx and Engels whose theorical focus contribute to unveil the reality, once that seek to apprehend the real based on its contradictions, singularities, particularities and totality, fundamental theorical categories to comprehend the contradictions inherent in the present historical process, whose foundations support the uneven on the appropriation of the production means, on access of the public services, goods, property and education, besides enriching the reflections resulting from the study process about educational policies. We elect therefore three empirical categories of analysis: conditions of access, permanency and conclusion of the target public. We combine thereby quantitative data on enrollment/dropout/fail/completion with the qualitative data collected through semi-structured interviews with key actors of the institutionand Group Focus activity with students. We also analy$ public rights are being which it is proposed to include. We found that the way the policy has being executed consists of a new denial of the rights historically refused to the EJA's subjects. The selection process favors access to another public that has completed the basic education; yet the PROEJA gives no condition to stay and conclusion. The evaluation is preliminary, since the policy is recent. The interest is to point out problems in run mode and the nuances that are already present in terms of deviations, distortions exclusions and denial of rights.