Formação e (In)justiças: Um Olhar sobre a EJA/EPT no Brasil, com Ênfase no Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos (Proeja)

Abstract

Youth and Adult Education (EJA) in Brazil is a modality marked by historical, social, and structural challenges, aimed at individuals whose schooling trajectories were interrupted. Over the past decades, EJA has been consolidated as a public policy of inclusion and democratization of education, reaffirmed by the 1988 Federal Constitution and the LDB/1996. In this context, the integration between EJA and Professional and Technological Education (EPT) gains prominence, formalized by the National Program for the Integration of Professional Education with Basic Education in the Youth and Adult Education modality (PROEJA), established by Decree No. 5.840/2006. The program seeks to overcome the historical duality between general education and vocational training, linking access to schooling with qualification for work and citizenship. This paper analyzes the trajectory of EJA and PROEJA, addressing their legal frameworks, pedagogical foundations, and the challenges surrounding their implementation. It is found that, despite its transformative potential, PROEJA faces significant obstacles, such as insufficient resources, lack of infrastructure, and difficulties in articulating the fields of general and professional education. Nevertheless, the proposal represents progress toward building a more inclusive school, open to dialogue with the realities of learners and committed to social justice.