EJA literacy policies in the Municipality of Assú/RN (1990-2020)
Eja; Literacy Policies; Context of Influence; Text context.
The present study analyzes the Literacy Policies of the EJA in the municipality of Assú (1990-2020) and aims to understand, from the contexts of influence and text, how public literacy policies have been institutionalized for young people, adults and the elderly in the region. EJA. A qualitative research designed from a bibliographic and documentary review of official documents. The methodology of analysis is based on the theory of the Cycle of policies by Ball, Bowe, Gold (1992) which includes critically analyzing the trajectory of socio-educational policies resulting from internal and external influences that act in the constitution of these policies. The time cut chosen for the elaboration of the research was marked by the advance in legislation referring to EJA in the national context, associated with neoliberal discourses. We are based on Fávero (2004, 2009, 2011), Arendt (2002), Ball (1992 apud Mainardes, 2006), Mainardes (2011) Freire (2020, 2021), Ribeiro (1999), Tfouni (2006; Haddad, Di Pierro (2000, 2015); Paiva (2004, 2012, 2018); Silva (2012, 2016, 2017), Santos (2002, 2011), among others. As a result, we hope to understand policies critically, the urgency of renewing policies that meet the specificities of Eja and contribute to strengthening the movements fighting for an education that is always public.