EJA AND TIME: THE DENIAL OF THE COETANEITY OF A PUBLIC EDUCATIONAL POLICY

Abstract

This text ethnographically addresses the temporality related to Youth and Adult Education (EJA). It deals with problematizing the issues of uses of time and public educational policy, through fieldwork (done between 2016/2017), carried out at the College of Application of the Federal University of Rio Grande do Sul (CAp. UFRGS), in Porto Alegre. Therefore, I resort to an anthropologically oriented reflection on the denaturalization of temporalities juxtaposed to EJA as a pedagogical modality. Asking: 1. In what ways is time thought and defined in the documentary matrices that guide the education of young people and adults? 2. How do the subjects who return to school, with their intermittences, perceive time? At the methodological level, I chose to critically scrutinize the Opinion of the National Education Council of n. 11/2000, which had Professor Dr. Carlos Roberto Jamil Cury as rapporteur, together with the two resolutions that guide the legislative guidelines of EJA, respectively: the resolution of n. 3, promulgated on June 15, 2010 and resolution no. 1 of February 2, 2016. Based on this “political-institutional” configuration, I seek to present a set of testimonies from some students of the EJA do Aplication. Thus, I discover different naturalizations and perceptions of time that, together, seem to be a “bed” of educational works and ideals never finished or implemented, but always taken in a state of latency, incorporating the ideological practices that make up the politics and subjectivity of people - denying the coetaneity of their performance and meaning.