Encceja, avaliação e currículo de uma escola paulistana: uma análise crítica

Abstract

This research is part of the field of studies on curriculum, certification and evaluation of Youth and Adult Education (EJA). Brazilian EJA faces its worst moment since the country's redemocratization period: the reduction of financing and civil society participation, the extinction of EJA forums and, finally, the extinction of the Secretariat for Continuing Education, Diversity and Inclusion show that EJA occupies a marginal position in the current government’s agenda. In parallel, the National Examination for the Certification of Youth and Adults (Encceja), a public policy that aims to certify and evaluate EJA, had the largest number of registrations in 2019. This policy has still been barely analyzed by academic studies, mainly from the pedagogical point of view. Therefore, the objective of this research is to understand what are the proximities and detachments from the evaluation and certification policy of Encceja, focusing on the knowledge required by the exam, in relation to the curriculum of the EJA project of the Lourenço Castanho School, in order to analyze this policy addressing a real experience of implementation. This study aims to assess the pertinence of the Encceja exam for its target audience, studying a specific locus of EJA. The initial hypothesis of the research is that Encceja has limitations to evaluate this modality of education. The methodology used is document analysis of the Teacher's Book, the Student's Book, the Language and Codes test of Encceja Ensino Fundamental (Elementary Education) 2017 and the documents that institute the curriculum of the EJA project of the Lourenço Castanho School. Quantitative data about Encceja 2017 were also analyzed. When comparing the curriculum with the assessment exam, as well as the profile of the students and those interested in the exam, it was possible to verify that the assessment and certification policy presents structural and conceptual problems, disregarding the diversity of young people and adults and privileging autonomous and educated individuals. The following authors substantiate this research: Arroyo (2005), Haddad and Di Pierro (2000), Di Pierro (2000, 2001, 2005), Fávero (2011) and Cainelli (2002) with regard to EJA; Catelli Jr (2016, 2013) and Serrao (2014), for Encceja; Ivor Goodson (2001) for the discussion on curriculum; Julia (2001) for the debate on school culture from a historical perspective