Educational material on neja program - issues facing emancipating possibilities and prescriptive school curriculum in history education

Abstract

This article discusses curricular elements of the public policy for Youth and Adult Education (EJA) offered by the Rio de Janeiro State Department of Education, entitled NEJA. As central element of analysis, it contrasts bureaucratic and pedagogical control over teaching work and the more autonomous and emancipatory possibilities of using didactic material in History, by teachers and students, in schooling processes for young and adult workers. Mobilizing authors of the Critical educational field (Saviani; Manacorda; Neves; Rummert, Algebaile and Ventura), seeks through the presentation of the social function of schooling in the context of capitalist society infer the impacts of a school education, that in the materiality of an educational duality of new type limits the possibilities of an emancipatory school education; Considering this way, the didactic material of the NEJA program as the materiality of this current model of supply for EJA in the state of Rio de Janeiro. In contrast to this tendency, we also seek, in a more detailed analysis of the category work, in the didactic material of history, the inducing loopholes, by which teachers and students, can build school and curricular experiences more in the school context of the program and in the didactic use of the said material. Indicating, therefore, that prescriptive curriculum and emancipatory possibilities can be conjugate in the school of young and adult workers, mainly as an expression of certain didactic-political options assumed and developed by History teachers.