Banca de QUALIFICAÇÃO: AUZAIR BARBOSA DE SOUZA

Intersectionality as a principle for formulation of the Public Policy for Youth and Adult Education in the municipality of Guaratinga- Bahia.

Intersectionality. Public Policy. Youth and Adult Education.

This work, entitled "Intersectionality as a principle for the formulation of the Public Policy for Youth and Adult Education in the Municipality of Guaratinga - Bahia", has the general objective of analyzing intersectionality as a principle for the construction of the public policy for Youth and Adult Education in the Municipality. of Guaratinga in the period from 2015 to 2022. The pillar is the use of intersectionality as an analytical tool of the EJA Public Policy, in order to bring up categories and social markers of difference intertwined in this teaching modality and which are made invisible in the Network Educational. This research, still in progress, has as theoretical support the investigations of: Kimberlé W. Crenshaw (1989); Patricia Hill Collins and Sirma Bilge (2021); Beatriz Nascimento and Lélia Gonzales (AZEVEDO, 2021); Sueli Carneiro and Lélia Gonzales (BARTHOLOMEU, 2020); Michael W. Apple (2000); Helena Hirata (2003); Hill Collins (1998); Di Pierro, Joia and Ribeiro (2001); Haddad and Di Pierro (2000); Maria Margarida Machado (2009); Nilma Lino Gomes (1996); Azevedo and Aguiar (2001); Rosemberg (2001); Carvalho (2007); Taylor (1997), among others. As for the methodology, it uses a qualitative approach, having Denzin and Lincoln (2000) as references; Selltiz et al. (1987), and others. The results obtained in the first chapter show that school education for young, adult and elderly people has been neglected since the beginning of the political emancipation of the municipal territory of Guaratinga. EJA initiatives, in turn, took place through projects or programs built for other realities and by institutions from other locations. Furthermore, these intervention actions were implemented without taking into account the specificities of the public. During the validity of some of these policies, non-compliance with the partnerships between the parties occurred, since the municipality was concerned with economic negotiations, and not with the education of the subjects. Due to this history of problems, the public policy of EJA still does not contemplate the diversity and adversities of the subjects; its character of universality implies, therefore, high rates of illiteracy.