Educação de Jovens e Adultos na Rede Estadual da Bahia (2009–2025): Entraves e Possibilidades para a Construção de um Currículo Diverso, Plural, Inclusivo e Tecnológico

@article{souza2026educacao,
  title   = {Educação de Jovens e Adultos na Rede Estadual da Bahia (2009–2025): Entraves e Possibilidades para a Construção de um Currículo Diverso, Plural, Inclusivo e Tecnológico},
  author  = {Amilton Alves de Souza and Alexandro Santos Máximo and Anderson da Silva Santos},
  year    = {2026},
  journal = {Revista Internacional Educon},
  doi     = {10.47764/2026.e01.1736},
  url     = {https://doi.org/10.47764/2026.e01.1736},
}

TY  - JOUR
AU  - Amilton Alves de Souza
AU  - Alexandro Santos Máximo
AU  - Anderson da Silva Santos
TI  - Educação de Jovens e Adultos na Rede Estadual da Bahia (2009–2025): Entraves e Possibilidades para a Construção de um Currículo Diverso, Plural, Inclusivo e Tecnológico
PY  - 2026
JO  - Revista Internacional Educon
DO  - 10.47764/2026.e01.1736
UR  - https://doi.org/10.47764/2026.e01.1736
AB  - This article critically analyzes public policies and curricular guidelines for Youth and Adult Education (EJA) in the state education system of Bahia from 2009 to 2025, with the aim of identifying constraints and possibilities for the construction of a diverse, plural, inclusive, and technologically oriented curriculum. Methodologically, the study adopts a qualitative, documentary approach guided by a critical-interpretative perspective. Normative documents issued by the Bahia State Department of Education and the State Education Council were analyzed, including the Bahia EJA Policy. The results indicate advances in the recognition of EJA as a rights-based policy and in the institutionalization of contextualized curricular proposals, especially between 2009 and 2015. However, recent constraints have emerged, intensifying from 2023 onward, associated with the weakening and standardization of the curriculum. It is concluded that, despite the emancipatory potential of the policies analyzed, persistent limitations compromise the realization of curricular justice, requiring the strengthening of EJA as a state policy.
ER  -