O processo sócio-histórico de constituição de uma proposta curricular polivalente em EJA (2001 a 2014): o Centro de Educação de Jovens e Adultos Dr. Geraldo Moutinho - CEM conta sua história

Abstract

The aim of this study is to analyze the process of socio-historical construction of the multipurpose curricular offer, practiced in a specific and prominent institution in the provision of EJA, in the municipal network of Juiz de Fora: the Dr. Geraldo Moutinho (CEM). To this end, it establishes the years 2001 to 2014 as the study's timeframe and, as a context of theoretical intelligibility of the research, the dialogue established between authors in the curriculum field, to quote Apple (1967, 1982, 1995, 1997, 1999, 2006, 2013), Ivor Goodson (1995, 2001, 2007, 2011) e Miguel Arroyo (2005, 2007, 2011, 2015), in addition to those who have made great contributions to the field of EJA, such as Fávero (2011), Di Pierro (2005), Freire, (1982, 2005), Sacristán (1998), Lopes (2004), Giroux (1982), among others. Based on these authors, the curriculum is understood as a field of disputes, tensions and resistance, highlighting ideologies and power relations reflected by society.The methodological path of the research, however, includes the survey and analysis of various written documents that deal with the administrative and pedagogical functioning of the referred school unit, articulated to the interpretation of nine semi-structured interviews with political actors involved in the curricular work developed by the school, throughout of time, located within the scope of the teaching and management team – of the unit and the group responsible for its follow-up, at the Departament of Education. Through this methodological theoretical procedure, built in the study, an attempt was made to produce an integrative analysis of macro dimensions that deal with EJA, in terms of its regulations and laws, local political and administrative aspects, unique to the municipality of Juiz de Fora and the agency of the political actors highlighted in this approach. The analysis reveals that the (re)assertion of the Center, in the scenario in question, was carried out through a singular regimentation in the (re)constitution of the curricula practiced and in the autonomous conduction of its actions, unlike what happens with the other schools of the municipal network. In this task, the historical movement carried out by this educational establishment was outlined, with regard to the peculiar curricular proposal of the institution that enshrines it as a reference, highlighting relevant aspects in this (re) constitution of propositions, considering some important dimensions, such as : (i) managerial transition: education x social assistance and its effects on the construction of assistance; (ii) the school as a field of curricular experimentation; (iii) the strengthening of EJA in CEM; (iv) projects of relevance in the institution's time course; (v) historical protagonists of the process. This entire investigative path corroborated the importance of working with EJA that respects the peculiarities, highlighting the relevance of the multiple approaches orchestrated by the Center for Youth and Adult Education researched, precisely because it provides the incursion to new trajectories, even in the midst of scenarios challenging and limiting, subverting possibilities and realities.