Jane Paiva

Tramando concepções e sentidos para redizero direito à educação de jovens e adultos

Current programmes and projects in the field of Adult and Youth Education reveal different ways of understanding and apprehending the meanings and needs of the varied publics who seek such programmes and of attempting to ensure less the perspective of lifelong learning and more the basic right to education systematically denied to so many Brazilians. Based on this initial premise, the research explores the different forms in which six organizations have formally stated their propositions as well as carried out their practical work in this field. Such organizations are characterized by being either public or non-governmental, or pertaining to the social movement or to the S System (SESC, SESI, SENAR). The aim of this study is to comprehend such postulates and practices in the light of national and international policies of adult and youth education as well as the connections, meanings, nexus, articulations and overlapping which are produced between them and beyond the limits of these organizations in the complex social network. Within the perspective of rights, this investigation seeks to penetrate the different layers of reality in order to allow the productions subjacent to the programmes and projects to emerge with a view to mapping the complexity of those practices and reveal those elements which are constitutive and institutive of their conception.Current programmes and projects in the field of Adult and Youth Education reveal different ways of understanding and apprehending the meanings and needs of the varied publics who seek such programmes and of attempting to ensure less the perspective of lifelong learning and more the basic right to education systematically denied to so many Brazilians. Based on this initial premise, the research explores the different forms in which six organizations have formally stated their propositions as well as carried out their practical work in this field. Such organizations are characterized by being either public or non-governmental, or pertaining to the social movement or to the S System (SESC, SESI, SENAR). The aim of this study is to comprehend such postulates and practices in the light of national and international policies of adult and youth education as well as the connections, meanings, nexus, articulations and overlapping which are produced between them and beyond the limits of these organizations in the complex social network. Within the perspective of rights, this investigation seeks to penetrate the different layers of reality in order to allow the productions subjacent to the programmes and projects to emerge with a view to mapping the complexity of those practices and reveal those elements which are constitutive and institutive of their conception.

EDUCAÇÃO CONTINUADA, QUALIDADE E DIVERSIDADE: UM OLHAR COMPLEXO SOBRE APRENDENTES JOVENS E ADULTOS

O presente artigo tranca concepcoes e sentidos de educacao continuada na sociedade contemporânea, como vertente da educacao de jovens e adultos, admitindo-se ser ela reveladora de acoes e atos de aprendizagem resultantes de praticas culturais de sujeitos no e com o mundo, por meio das quais jovens e adultos se educam ao longo da vida. A existencia de formulacoes legais no campo da educacao de jovens e adultos, pela vertente escolarizacao, nao garantem o direito de todos a educacao como direito social, uma conquista historica antes negada a esses sujeitos. Indaga-se em que espacos essa concepcao de educacao continuada , consequencia e necessidade da vida contemporânea, se efetiva, como se desenvolve e se vem sendo reconhecida como constituinte de modos de ser e de aprender dos sujeitos, em acao nas praticas sociais e culturais. Se praticas culturais educam e promovem processos de aprendizado, podem ressignificar sentidos atribuidos a curriculo , nas escolas. Nessas escolas, os curriculos , de valor indiscutivel e presenca relevante na cultura escolar, parecem ter-se afastado das praticas culturais dos sujeitos, o que exige problematizar o que tem sido chamado de qualidade da oferta educativa. Qualidade — tanto em processos de escolarizacao formal, quanto na perspectiva de aprendizados ao longo da vida, proprios da educacao continuada, ampara-se na perspectiva de educacao como formacao humana, que pressupoe aprendizados de forma continuada, ao longo de toda a vida.

Tramando concepciones y sentidos para redecir el derecho a la educación de jóvenes y adultos

Current programmes and projects in the field of Adult and Youth Education reveal different ways of understanding and apprehending the meanings and needs of the varied publics who seek such programmes and of attempting to ensure less the perspective of lifelong learning and more the basic right to education systematically denied to so many Brazilians. Based on this initial premise, the research explores the different forms in which six organizations have formally stated their propositions as well as carried out their practical work in this field. Such organizations are characterized by being either public or non-governmental, or pertaining to the social movement or to the S System (SESC, SESI, SENAR). The aim of this study is to comprehend such postulates and practices in the light of national and international policies of adult and youth education as well as the connections, meanings, nexus, articulations and overlapping which are produced between them and beyond the limits of these organizations in the complex social network. Within the perspective of rights, this investigation seeks to penetrate the different layers of reality in order to allow the productions subjacent to the programmes and projects to emerge with a view to mapping the complexity of those practices and reveal those elements which are constitutive and institutive of their conception.Current programmes and projects in the field of Adult and Youth Education reveal different ways of understanding and apprehending the meanings and needs of the varied publics who seek such programmes and of attempting to ensure less the perspective of lifelong learning and more the basic right to education systematically denied to so many Brazilians. Based on this initial premise, the research explores the different forms in which six organizations have formally stated their propositions as well as carried out their practical work in this field. Such organizations are characterized by being either public or non-governmental, or pertaining to the social movement or to the S System (SESC, SESI, SENAR). The aim of this study is to comprehend such postulates and practices in the light of national and international policies of adult and youth education as well as the connections, meanings, nexus, articulations and overlapping which are produced between them and beyond the limits of these organizations in the complex social network. Within the perspective of rights, this investigation seeks to penetrate the different layers of reality in order to allow the productions subjacent to the programmes and projects to emerge with a view to mapping the complexity of those practices and reveal those elements which are constitutive and institutive of their conception.

Plotting conceptions and meanings in order to re-express the right to adult and youth education

Current programmes and projects in the field of Adult and Youth Education reveal different ways of understanding and apprehending the meanings and needs of the varied publics who seek such programmes and of attempting to ensure less the perspective of lifelong learning and more the basic right to education systematically denied to so many Brazilians. Based on this initial premise, the research explores the different forms in which six organizations have formally stated their propositions as well as carried out their practical work in this field. Such organizations are characterized by being either public or non-governmental, or pertaining to the social movement or to the S System (SESC, SESI, SENAR). The aim of this study is to comprehend such postulates and practices in the light of national and international policies of adult and youth education as well as the connections, meanings, nexus, articulations and overlapping which are produced between them and beyond the limits of these organizations in the complex social network. Within the perspective of rights, this investigation seeks to penetrate the different layers of reality in order to allow the productions subjacent to the programmes and projects to emerge with a view to mapping the complexity of those practices and reveal those elements which are constitutive and institutive of their conception.Current programmes and projects in the field of Adult and Youth Education reveal different ways of understanding and apprehending the meanings and needs of the varied publics who seek such programmes and of attempting to ensure less the perspective of lifelong learning and more the basic right to education systematically denied to so many Brazilians. Based on this initial premise, the research explores the different forms in which six organizations have formally stated their propositions as well as carried out their practical work in this field. Such organizations are characterized by being either public or non-governmental, or pertaining to the social movement or to the S System (SESC, SESI, SENAR). The aim of this study is to comprehend such postulates and practices in the light of national and international policies of adult and youth education as well as the connections, meanings, nexus, articulations and overlapping which are produced between them and beyond the limits of these organizations in the complex social network. Within the perspective of rights, this investigation seeks to penetrate the different layers of reality in order to allow the productions subjacent to the programmes and projects to emerge with a view to mapping the complexity of those practices and reveal those elements which are constitutive and institutive of their conception.