Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos (PROEJA): uma avaliação do processo de implementação no Instituto Federal do Maranhão a partir da experiência do campus São Luís - Monte Castelo - MA

Abstract

The main objective of this thesis is to carry out an evaluation of the implementation of the National Program for the Integration of Professional Education with Basic Education in the Youth and Adult Education Modality (PROEJA) at the Federal Institute of Maranhão - MA, having as empirical reference the São Luís campus. – Monte Castelo, from 2007 to 2020. Initially, we made a brief historical review of the main actions in the scope of national education, with a cut in policies aimed at young people and adults from the Colony to the Republican State. The highlight was the government of President Lula, with the implementation of reforms in basic and professional education, the establishment of new political and educational guidelines with the formulation of the Education Development Plan (2007) and Decree no 6.094\2007, providing new regulatory frameworks for the financing of education, with the inclusion of EJA, and the formulation of policies and programs articulating education and work for young people and adults. The formulation of PROEJA comprised this government initiative to guarantee everyone's right to education at all times, sought to modify the structural dualism that has always historically marked Brazilian education, offering the Federal Network of Technological Education through the Federal Institutes (IFs) a integral education to those who, deprived of professional education and basic education, could be reinserted by a citizen education in the world of work. The methodological approach was defined as the adoption of dialectical materialism, given the dynamic way in which social phenomena are understood. Social research was also adopted, in this case, evaluative research on social policies and programs, and process evaluation was also chosen. Considering the time frame, we use the “ex post”, since we aim to know the effectiveness of the program. As research techniques, bibliographic research was carried out in books, websites and specialized magazines. For the empirical study, the data collection process was adopted, with interview techniques and focus groups, with the possibility of interacting with different research subjects to capture different perceptions about the program. Finally, it was possible to reach some important conclusions about the program and its effectiveness, through the analysis of the following dimensions: a) management system; b) selection processes (implementers and beneficiaries) and dissemination and information; c) Training System; d) internal monitoring and evaluation processes and logistic\operational systems. According to the analyzed data, we showed that PROEJA

was not very efficient on the campus, and several administrative and didactic- pedagogical problems in its execution were identified, mainly with some decisions

taken, the absence of certain minimum conditions for the initial operation. But, once the difficulties were overcome, the program paradoxically also managed to reach the beneficiary subjects according to the objectives defined in the Base Document, which points to the importance of improving the processes referring to the conditions of execution of PROEJA, as a way of correcting the identified deficiencies and continue guaranteeing the right of the youth and adult population of Maranhão to the possibility of inclusion in a privileged space for offering quality professional education.