Política de formação para jovens e adultos trabalhadores: o currículo do programa Nova EJA para o ensino de Física no estado do Rio de Janeiro

Abstract

In this dissertation, we analyze the project of human formation, in the historical-ontological perspective (SAVIANI and DUARTE, 2010), as an educational principle (GRAMSCI, 2014), presents in Nova EJA Program, within the curriculum for the teaching of physics. The program, conceived and carried out by the Ministry of Education of Rio de Janeiro, from 2013, includes the high-school level EJA modality of public schools and provides curriculum changes, continuing education and use of own material. From the method of historical and dialectical materialism and understanding of language as ideological production (BAKHTIN, 2006), we performed the analysis of program documents and educational materials for teaching physics, comparing it with the contributions of Pedagogy Historical-Critical (SAVIANI, 2011, 2012; LIBÂNEO, 2012). To understand the implementation of the program in the school reality, we set out to dialog to teachers of the program. Our results point to a human formation strongly subsumed to capital, the simple and precarious work and empty certification.