Educação de jovens e adultos: desafios e perspectivas da educação profissional e tecnológica na Escola Municipal do Beiru

Abstract

This training report analyzes the challenges and prospects of integrating Youth and Adult Education (EJA) with Vocational and Technological Education (EPT) within the context of Escola Municipal do Beiru, in Salvador, Bahia. The main objective of the study is to reflect on the articulation between the common core subjects of EJA and vocational training within the curriculum and pedagogical practices, aiming to raise educational attainment and foster skills for the world of work. The methodology is grounded in action research and the educational memorial genre, adopting a narrative and (auto)formative approach to the author's academic trajectory and professional praxis as a pedagogical coordinator. The theoretical framework is anchored in the concepts of work as an educational principle and the perspective of omnilateral education, supported by authors such as Gaudêncio Frigotto (1983, 2009), Dermeval Saviani (1994, 2003, 2007), and Paulo Freire (1987, 1996). The investigation identifies structural challenges, such as the training gap of regular classroom teachers regarding EPT and the need to overcome fragmented, technicist curricula. As results, pedagogical strategies are proposed, including joint planning between municipal teachers and SENAI technicians, the use of active learning methodologies, and the appreciation of students' life stories and prior knowledge. The study highlights that working in EJA-EPT demands a dialogic and political teaching practice aimed at worker emancipation and overcoming the structural duality of education. The final considerations reaffirm EJA-EPT as an instrument for social justice and inclusion, concluding that strengthening this modality relies on investing in continuing teacher education and fostering closer institutional dialogue between management bodies and technical partners.