EJA semipresencial na rede estadual do espírito santo: significações da oferta segundo discentes, docentes e gestoras diante dos agravamentos da pandemia de Covid-19

Abstract

This research aimed to understand, from the perspective of the participants, in which factors the educational system aimed to adults and young people (EJA) Semipresencial, which was implemented by the Department of Education of the State of Espirito Santo in between 2016 to 2020, had an impact on the right of education and quality of education and compromised teaching conditions. The period of covid pandemic was also taking into consideration. This proposal was designed for delivering traditional face-to-face lessons in the classroom, during three evenings during the week, and long-distance learning regarding the hours of two evenings lessons. This study adopted as theoretical perspective the Latin American decolonial thought (DUSSEL, 1993, 2004; QUIJANO, 2005; MIGNOLO, 2017; FREIRE, 1967, 1987). This is an approach that condemns, as a feature of colonialism, occurring power structures that actively perpetuate inequalities within the Latin America. EJA Semipresencial’s target audience is historically represented within these disadvantaged population (BRASIL, 2000).This research is qualitative (GODOY, 1995). The main methodological approach is popular education (FALS BORDA, 2016), which questions standards of traditional eurocentric science and links with other approaches. For instance, semi structured, in-depth interviews (LIMA, 2004; TEDESCO, SADE, CALIMAN, 2013) were carried out with four managers, ten teachers and ten students from EJA Semipresencial. Data collected from interviews was examined through content analysis (BARDIN, 2021), and subsequently it was crossed with official documentation. The result provided evidence that EJA model didn’t deliver to the students with an appropriate online environment for learning, and/or printed educational material appropriated to distance learning. The role of teachers became unstable as they had their working hours reduced and received no payment for the hours students were engaged on distance learning. It revealed itself as an inefficient educational proposal of distance education, linked to the education of young people and adults. In this way, the offer meant a setback concerning the right to quality education (BRASIL, 1988). The results provided evidence that the neoliberal policies, which were the basis for the design of EJA Semipresencial, as an opportunity to decrease the costs of education offered during evening classes (primary and secondary).