O Fórum de Educação de Jovens e Adultos de Pernambuco como um movimento propositor de uma educação libertadora

• Ano de defesa: 2025
• Autor(a) principal: Silva, Mádson Francisco da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Fórum de Educação de Jovens e Adultos de Pernambuco; Novo movimento social; Educação libertadora; Youth and Adult Education Forum of Pernambuco; New social movement; Liberating education; Foro de Educación de Jóvenes y Adultos de Pernambuco; Nuevo movimiento social; Educación liberadora; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/37130

Education in Brazilian territory is a constitutionally guaranteed right. However, this right does not reach the concrete reality of many young people, adults, and the elderly who need socially just and quality education to face the oppressions of their daily lives. In this context, the Youth and Adult Education Forum of Pernambuco (Fórum de Educação de Jovens e Adultos de Pernambuco) is a movement that proposes a liberating education based on human dignity and the democratic principles of the rule of law for all those who are part of Youth and Adult Education (EJA) or who need access to it. For this reason, our research problem arises: In what way is the Youth and Adult Education Forum of Pernambuco configured as a movement that proposes a liberating education? In this sense, the Forum becomes our empirical research object, and liberating education, our theoretical object. The general objective is to analyze how the Youth and Adult Education Forum of Pernambuco is configured as a movement proposing a liberating education. This study is grounded in a qualitative research approach, using the case study method. Participant observation and a questionnaire were chosen as data collection instruments. The research universe is the state of Pernambuco, from the perspective of the Forum’s struggles on behalf of people and access to and permanence in the provision of liberating education. To analyze the theoretical and empirical propositions, we adopted the categories of Oppression, Change, and Freedom. As an analytical technique, we adopted Fairclough’s Critical Discourse Analysis (2016). The results indicate that the Youth and Adult Education Forum of Pernambuco, as a movement for constructing liberating education, is composed of various actors and social institutions who fight and persist in implementing an educational experience capable of eliminating all forms of oppression present in the lives of the people of Pernambuco who did not have access to education at the appropriate age. The findings also reveal that the Forum is a New Social Movement that fights and outlines propositions aimed at improving public policies for the initial and continuing training of EJA teachers. Furthermore, its propositions address the EJA curriculum, the dimensions of access, permanence, and continuity within the modality, as well as advances in the relationship between EJA and the world of work. The final considerations support the thesis hypothesis by emphasizing that the Youth and Adult Education Forum of Pernambuco is indeed a movement that proposes a liberating education, as it brings together different subjects with the same intention of persevering in the struggle for EJA and in the articulation of actions to propose and guarantee the provision of quality education—an education that embraces, transforms, liberates, and promotes autonomy in the lives of all EJA participants.