EDUCATIONAL POLICIES AND LATE SCHOOLING IN EJA: THE CASE OF FHC SCHOOL IN PINDORETAMA-CEARÁ-BRAZIL

Abstract

This article aims to analyze the impacts of educational policies on late schooling in Youth and Adult Education (EJA) at EEFM Francisca Holanda Costa, located in the municipality of Pindoretama in Ceará. To achieve the proposed objective, a literature review was carried out, covering relevant studies on educational policies, late schooling in EJA and its implications. The research adopts a qualitative approach and is characterized, in terms of technical procedures, as a case study. In addition, the methodological techniques used included the collection of data and information through interviews and questionnaires applied to teachers, school managers and students of the school object of study, aiming to obtain an in-depth understanding of the local reality. The results emphasize the need for a comprehensive approach to face the impacts of late schooling on EJA and show that educational policies play an important role in this context. In short, it is essential to promote inclusion, valuing the needs and characteristics of adult learners, and investing in adequate resources and strategies. In this way, it will be possible to overcome the challenge of providing quality education for all, regardless of age or when they return to school.