Articulação entre teoria e prática na ept: reflexões sobre uma formação técnica voltada para os sujeitos e seus contextos na educação de jovens e adultos (EJA)

Abstract

ABSTRACT This work aims to investigate how Vocational and Technological Education (VTE) can meaningfully articulate theory and practice, considering the trajectories of working students and contemporary socio-professional challenges. The research stems from the observation that, despite the transformative potential of VTE, fragmented and decontextualized practices still predominate, hindering the comprehensive education of individuals. The justification for the study lies in the need to rethink current training models, which often ignore the experiences, knowledge, and living conditions of students who combine work and study. By adopting a critical and dialogical approach, the work intends to contribute to the discussion of more inclusive, emancipatory, and socially referenced pedagogical proposals. The methodological strategies include a theoretical review of authors who discuss VTE and a documentary analysis of regulatory documents, guiding booklets, and Pedagogical Course Projects (PPCs) of the EJA-Pro modality offered in the Municipal Education Network of Camaçari in the context of Youth and Adult Education. The main hypothesis presented is that technical training can be enriched by pedagogical practices that integrate academic knowledge with experiential knowledge, strengthening the link between education, work, and emancipation. By recognizing the complexity of the trajectories of working students, the study seeks to contribute to curricular improvement and the development of methodologies more sensitive to the diversity of subjects and contexts in vocational and technological education. KEYWORDS: Education; Work; Trajectories; Emancipation, EJA, EPT.