Concepções de qualidade na educação de jovense adultos: impasses e desafios da política educacional brasileira

Abstract

This study aimed to investigate how quality concepts pervade the Youth and Adult Education in the context of state contrarreforma from the year 1990. Therefore, we have to analyze and reflect on the quality concepts in the context of political and legal formulations involving the education of workers from the Brazilian society democratization period to the formulation and implementation of the National education Plan 2014-2024. The main question of this dissertation was marked in: How the quality of designs pervade the Youth and Adult Education in the context of state reform from the year 1990. In this sense, it is considered relevant to epistemological perspective of Historical Materialism based in documentary research, while allowing the analysis of reality dialectically, allowing grasp the quality of thinking in the drafting and implementation of educational policies analyzed. It emphasizes the debate on the quality of education for young people, adults and elder workers by the centrality acquired through educational policies in the search for overcoming the historical problems of Brazilian society as illiteracy and school retention, as well as the insertion of the country more competitive in the globalized capitalism. Based on these notes, analyzes elements present in policy as FUNDEF, FUNDEB, PDE, PNE (2001-2011), ENCCEJA and the National Plan of Education (2014-2024), as well as the proposals of the working classes against hegemonic in order to investigate the concept of quality of education offered to young learners and adults in forces correlation process. It is observed that, linked to the need for consensus on the new sociability since the 1990s, the overall quality is expressed in the national education policies and converges to the proposals of the Third Way neoliberalism, capitalism humanized face, in line with the theory of human capital. This conception of the quality of education it is evident from the optimization of resources at the educational demand through targeted actions, restrictive education, fragmented, meager, with emphasis on certification, the acquisition of skills, employability, entrepreneurial action, aimed also the preparation for simple work. Despite the prospect of quality expressed in policies for adult education, it can be considered that this view is disassociated from the educational perspective of the working class and does not break with the bourgeois domination.