Public policy for youth and adult education in Brazil: non-commission permanent (re)building – considerations about Literate Brazil and Doing School Programs

Abstract

The problematic related to youth and adult education (EJA Program) had got
significative relevance in Brazilian State scope. Such complexity is derivative
of the emergent growth process of correlated forces in present level of capital
expansion and consolidation; these processes show up neoliberal policy
implantation, which originated, for example, State reform and productive
structural rebuilding strategies. This article intends to show up that current
programs developed by the Education Ministry (MEC) for working youth
and adult education represent reorganization of the same logic that always
guided youth and adult education policy in Brazil; a policy that consists in
sociability necessity of capital itself. Thus, compensatory and superficial
education policies reinforces non-commission of educational proposals for
working class by economical reorganization that produces structural
unemployment and new ideological formulations centered on enterprising
and employment. This text focuses Literate Brazil Program as well as Doing
School Program inside the complex of govern policy for education, intending
to clear up how much such policy reasserts selective and excluding
characteristics of Brazilian public education system.