THE IMPACTS OF GOVERNMENT POLICIES ON THE QUALITY OF EJA PEDAGOGIC AND ADMINISTRATIVE PROCESSES – CONSTRUCTIONS AND IMPASSES AT CEJA DE MATO GROSSO-MT

Abstract

The article approaches the governmental political questions of the pedagogical and administrative processes of the EJA and CEJAs of Mato Grosso-MT. In view of the process of restructuring the supply of this type of education in the State of Mato Grosso via SEDUC/MT, which emerges as an essential issue with regard to Youth and Adult education, in view of the closure of numerous teaching units, through the imposition of a new educational model aimed at training young people and adults, we aim to analyze the impacts of government policies instituted in the year 2021 on the pedagogical and administrative processes in the trajectory of CEJA. It also seeks to analyze how government political interference characterizes the educational démarche of CEJA's. From the proposed central object, it was decided to carry out an analytical and qualitative work, based on the perception of teachers and administrators about the phenomenon. is justified by seeking to know and analyze the impacts of government policies instituted in the year 2021 on the pedagogical and administrative processes in the trajectory of CEJA, we seek to establish a theory that explains its practices since theory depends, therefore, radically on practice. In order to understand the importance of policies aimed at these educational issues, the present work will analyze the data obtained from the literature review dialoguing with Cambi (1999), Forquim (1992), Goodson (1998), Heloisa Lück (2009), Ferreira ( 2006), and other authors that are necessary to enrich the work on canvas. As a result, it will have answers to questions that, in the eyes of society, were left in a vacuum and at a loss for taking opportunities away from people who were unable to study at the “appropriate” time, that is, according to their school age.