History and historiography of Youth and Adult Education in Brazil - intelligibilities, obliterations, needs, possibilities

Abstract:

The CEAA's 1947 fixation as a milestone in the Union’s activities in favor of the education of adolescents and adults; the emergence of popular education movements in the 1960s and the constitution of a pedagogical proposal and paradigm for the EJA, with the work of Paulo Freire; the repression of the military regime to educational practices of Freirean orientation and the installation of MOBRAL in 1970 compose the basis of a historiographical tradition of the EJA. The article analyzes how the construction of this memory obscured the process of incorporating workers' education into the republican educational system. It discusses the need to expand the historical knowledge in the EJA identity affirmation and indicates some investigative possibilities based on the educational statistics of the 1930s.

Keywords:
supplementary education; historical memory; identity; educational statistics