O direito à Educação de Jovens e Adultos: uma análise das políticas de acesso e permanência na rede municipal de Manaus-Amazonas

Abstract

Youth and Adult Education (EJA) was recognized as a subjective right in the Federal Constitution of 1988 and as a teaching modality in the National Education Guidelines and Bases Law (LDBEN) of 1996. Considering everyone's constitutional right to education, this study aimed to analyze the access and permanence policies implemented in the municipal network of Manaus – AM as a guarantee of the right to EJA in the time frame from 2019 to 2022, through a methodological approach of historical-dialectic materialism, of a qualitative nature. As bibliographic and documentary methodological procedures, in light of goal 9 of the Manaus Municipal Education Plan – PMEM, the Evaluation and Monitoring Reports, Semed's Government Plan and information sent by Semed Manaus were analyzed. As it is research that addresses the constitutional principles of access and permanence in EJA 1st Segment, data collection was from the websites of the National Institute of Educational Studies and Research Anísio Teixeira – INEP, Brazilian Institute of Education and Statistics – IBGE in the Census 2022, School Census and PNAD (National Household Sample Survey), in addition to data from Semed Manaus based on content analysis by Bardin (2006; 2011). In the access category, Semed Manaus showed a 24.99% drop in EJA 1st Segment enrollments in the period studied. Regarding permanence, abandonment had the highest percentage in 2021, with 18.72% during the pandemic, in 2022 it was 8.93%. Regarding target 9 of the PMEM, two reports were analyzed which reveal that it is partially achieved, with a 97.50% literacy rate in Manaus in 2019. In 2022 this rate is at 98%, but it will not achieve the eradication of illiteracy until the end of the plan. Regarding the functional illiteracy indicator, the reports do not provide results for the requested reduction of 14.50%. Regarding the 14 strategies of goal 9, 7 were implemented. The data demonstrate the “invisibility” of EJA in the Secretariat’s official documents. Furthermore, in the monitoring reports, the aforementioned target does not present actions or data on functional illiteracy, in addition to being delayed, highlighting the Municipal Education Department's lack of regard for this type of teaching.