YOUTH AND ADULT EDUCATION IN BRAZIL: CRITICAL ANALYSIS OF POLICIES, PERMANENCE AND LEARNING IN CONTEXTS OF INEQUALITY

Abstract

This study examines Youth and Adult Education (EJA) in Brazil, focusing on retention, learning, and recent policies. It maps challenges and improvement paths related to curriculum, teacher development, digital inclusion, and students’ living conditions. Based on a five-year literature review combined with document analysis of regulations and programs, the paper synthesizes evidence on access, trajectories, and outcomes. Findings point to declining enrollments, irregular provision, and policy discontinuity, while highlighting promising initiatives in interdisciplinary projects, links to work and culture, technology-mediated teaching, and formative assessment. Suggested strategies include in-service teacher training, flexible schedules and spaces, contextualized materials, psychosocial support, active outreach, and data governance for monitoring student flows. The contribution lies in delivering practical syntheses for policy and pedagogy, offering indicators and guiding questions for local planning. The study aligns with agendas on educational equity, adult literacy, and lifelong learning, reinforcing EJA as a core public policy for reducing inequalities, expanding rights, and sustaining learning paths for people who combine study, work, and care.