EDUCAÇÃO PARA À EMANCIPAÇÃO: DESAFIOS E HORIZONTES DA FORMAÇÃO INTEGRAL DO TRABALHADOR NA EJA-EPT

Abstract

This study focuses on Youth and Adult Education linked to Vocational and Technological Education, problematizing how recent academic literature discusses the comprehensive and emancipatory training of workers. The objective was to critically analyze the literature published in recent years, identifying concepts, trends, and gaps related to the integrated curriculum, public policies, critical pedagogical methodologies, and diversity. This is a qualitative, exploratory, and descriptive study developed through a systematic literature review. Searches were conducted in the Web of Science, Scopus, and Google Scholar databases, using descriptors in Portuguese and English. Initially, fifty articles were located, of which nineteen met the inclusion criteria and comprised the corpus of analysis. The data were organized by index card and analyzed through thematic narrative analysis. The results indicate a consensus on the importance of the integrated curriculum as a path to emancipation, although effective practice remains limited. Public policies reveal discontinuity, frivolity, and a strong neoliberal influence, weakening the modality. Regarding pedagogical methodologies, Freirean and project-based experiences predominate, but without systematic impact assessment. Diversity is recognized as a relevant element, although it remains marginal in curricula. The conclusion is that the literature reinforces the centrality of comprehensive education, but highlights the need for consistent policies and more robust empirical research.