The policy cycle as an analytical perspective on the juvenilization of “EJA” in Lajes/RN
This study, part of the Graduate Program in Education (POSEDUC) at the State University of Rio Grande do Norte (UERN), investigates the juvenilization of Youth and Adult Education (EJA) in Lajes/RN, focusing on the Integrated Center for Youth and Adult Education (CIEJA) Professora Juraci Soares de M...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Pontifícia Universidade Católica de São Paulo (PUC-SP) |
| Repositorio: | Revista e-Curriculum |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/69039 |
| Acceso en línea: | https://revistas.pucsp.br/index.php/curriculum/article/view/69039 |
| Access Level: | acceso abierto |
| Palabra clave: | EJA juvenilization policy cycle CIEJA inclusive education juvenilización ciclo de políticas educación inclusiva juvenilização educação inclusiva |
| Sumario: | This study, part of the Graduate Program in Education (POSEDUC) at the State University of Rio Grande do Norte (UERN), investigates the juvenilization of Youth and Adult Education (EJA) in Lajes/RN, focusing on the Integrated Center for Youth and Adult Education (CIEJA) Professora Juraci Soares de Melo. The aim is to understand why a growing number of young people are enrolling in this educational modality. The research discusses youth as a social construct shaped by cultural and historical factors (Portela, 2021; Souza, 2004). Originally created to serve students with age-grade discrepancies, the CIEJA has increasingly enrolled young learners, presenting new pedagogical challenges. Drawing on the policy cycle approach (Mainardes, 2006) and using a qualitative methodology that includes semi-structured interviews with former students, the study reveals that the juvenilization of EJA in Lajes reflects both the shortcomings of the regular school system and the urgent need for inclusive education policies. |
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