Relegated to the background by the previous administration, the Youth and Adult Education program (EJA) will again be prioritized by the federal government, based on a model developed by the Continuing Secretariat, Youth and Adult Literacy, Diversity and Inclusion of the Ministry of Education (Secadi/MEC).
One of the innovations signaled by the Executive is the payment of scholarships to interested parties, in addition to interlocution with Technical Education, in order to allow the continuity of training, associated with the profession of student. The idea has already received the provisional name of “Alfabetiza Brasil EJA”.
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According to the secretary responsible for Secadi, Zara Figueiredo, “it is the right of these people to be in the classroom, in a course that sense for their age and that provides training, with the perspective they want, which can be going to the job market or to university”.
Of the contingent of 9.6 million people aged 15 or over in the country, 5.3 million are located in the Northeast region, and 5.2 million are at least 60 years old. Another relevant data is that more than half of the population aged 25 years (53.2%) completed high school. This share drops to 47%, in the case of black or brown people, but rises to 60.7% for those of white color.
The conclusion is that the country has at least 65 million Brazilians (46.8% of adults without completed secondary education) as a social stratum with potential to benefit from inclusion policies, such as EJA, which allows them to complete basic education (literacy, elementary school is medium).
A similar initiative was adopted, in 2014, by the government of Dilma Rousseff, with the implementation of 'Projovem' - which guaranteed a grant of studies to EJA students, in addition to the creation of special conditions in schools, such as the allocation of specific spaces for their children. At that time, the budget for such educational programs reached R$820 million.
In addition to Projovem, the PT government created the ‘Brasil Alfabetizado’ program, with budgetary resources directed to volunteers who, even though they were not teachers, were responsible for literacy classes, under the supervision of secretariats municipalities.
Subsequently, both initiatives were practically deactivated, either due to the economic crisis that hit, in then about the country, as well as its replacement by other educational formats, such as schools civic-military and homeschooling, term in English that refers to family or domestic teaching.
