Resumo

FLORES, Tânia Maria Dantas  e  FONSECA, Dora Maria Ramos. PROEJA and inclusion: a reading in the light of post-foundationalism and post-democracy. J. Pol. Educ-s [online]. 2022, vol.16, e87996.  Epub 30-Maio-2023. ISSN 1981-1969.  https://doi.org/10.5380/jpe.v16i0.87996.

One of the objectives of the Policy Program for The Integration of Professional Education to Basic Education in the Modality of Youth and Adult Education (PROEJA) is to include the collective of Youth and Adult Education EJA in the educational and training system to increase education with technical professionalization. It is presented and discussed especially the conclusion category and the factors that compromise the inclusion announced in the scope of public policy PROEJA. The methodological process adopted was the qualitative meta-analysis of the works produced by Brazilian researchers – empirical corpus, on PROEJA in the state of Bahia, Brazil, published from 2010 to 2017. The study reveals that although the political-normative discourse points to inclusion processes, the context of the operationalization of the policy does not effectively express the purpose. In the light of the lenses of postfoundationalism and post-democracy, a reading is carried out from the data extracted and meta-analyzed from the empirical corpus with special focus on the conclusion of the courses held in the scope of PROEJA and the discrepancies between the announced and the concretized are perceived. The development of the policy reveals a democratically limited space and the gulf between the ontological level and the ontic level.

Palavras-chave : PROEJA; Youth and Adult Education; Inclusion.

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