ANÁLISE CRÍTICA DO PROGRAMA NACIONAL DE INTEGRAÇÃO DA EDUCAÇÃO PROFISSIONAL COM A EDUCAÇÃO BÁSICA NA MODALIDADE DE EDUCAÇÃO DE JOVENS E ADULTOS (PROEJA)

Abstract

This study aims to critically analyze the National Program for the Integration of Vocational Education with Basic Education in the Youth and Adult Education Modality (PROEJA) as a public education policy within the context of Brazilian federalism. The discussion begins with a historical overview of illiteracy in Brazil, highlighting its persistence as a structural problem, especially among socially vulnerable populations. The paper addresses Youth and Adult Education (EJA) as a State policy, grounded in the 1988 Federal Constitution and the National Education Guidelines and Framework Law, emphasizing the collaborative role of federative entities in ensuring the right to education. The institutional development of PROEJA is presented, including its objectives, modalities, and articulation with Vocational and Technological Education. The critical analysis points out significant advances, such as expanded access to basic education integrated with vocational training, the promotion of humanistic education, and opportunities for labor market insertion. However, limitations and challenges are also identified, including school dropout, insufficient student retention policies, weaknesses in teacher training, methodological and curricular inadequacies, and the lack of multidisciplinary support teams. It is concluded that, despite its shortcomings, PROEJA represents a relevant policy in combating illiteracy and social inequalities, requiring continuous investment, evaluation, and improvement to ensure comprehensive and high-quality education for youth and adults.