EJA INTEGRADA À EPT: UMA ANÁLISE SOBRE O ACESSO, A PERMANÊNCIA E A FORMAÇÃO INTEGRAL

Abstract

The integration between Youth and Adult Education (EJA) and Professional and Technological Education (EPT) constitutes a strategic policy for overcoming Brazil's historical educational duality. However, the materialization of this provision faces structural tensions between the normative horizon of omnilateral formation and the reality of school precariousness. This study aims to analyze, through a bibliographic and documentary review, the obstacles and challenges regarding the effectiveness of EJA-EPT integration in the national scenario from 2006 to 2024. The methodology was based on Content Analysis of reference theoretical productions and data from monitoring reports of the National Education Plan (PNE). The results, organized into four analytical axes, evidence: (i) the collapse of PNE Goal 10, with only 2.2% of integrated enrollments, reflecting a political rationality that empties the meaning of integral formation; (ii) the predominance of fragmented curricula and the practice of "epistemicide" regarding workers' knowledge, aggravated by the lack of specific teacher training; (iii) the existence of "marginal inclusion" of students with disabilities and neurodivergent students, a barrier sustained by the "standard man" culture; and (iv) the redefinition of school dropout as a process of "institutional expulsion," intensified in territories of deprivation of liberty. It is concluded that overcoming this implementation gap requires more than managerial adjustments; it demands an epistemological rupture with technicist logic and the guarantee of objective conditions for an emancipatory pedagogical praxis.