Also she is necessary that if it demands of the State, public politics more adjusted to the attendance of young and adults for an education with its specific characteristics not with the assistencialista mentality, that it aims at to recoup the lost time, the lacks of the considered age pertaining to school (7-14 years). For it historically them citizens of the EJA ‘ ‘ they are the same ones: poor persons, unemployeds, in the informal economy, black, in the limits of sobrevivncia’ ‘ , and its ‘ ‘ name genrico’ ‘ , ‘ ‘ coletivas’ occults these identities; ‘ (P. 29). Thus, the social rights of the citizens of the EJA must be required so that the identity is returned that was denied generation to them after generation. One of ‘ ‘ traos’ ‘ that it helps to configure the reality of the EJA, is the wealth of the EJA as ‘ ‘ field of innovation of the pedagogical theory (P. 36). very of the innovations of the current school, had been initiated in ‘ ‘ Movement of Popular’ Education; ‘. Therefore, ‘ ‘ the centralidade of the experiences, the culture, the universe of values, the symbolic systems of the educandos and the educators in the processes of aprendizagem’ ‘ they must be gone deep through the new pedagogical theories.
Although the EJA historically has occurrence is of the school, and perhaps this informality either one of the reasons that make with that this modality is not taken the serious one for the society and the State, (P. 43-47) comparisons always become that finish for evidencing the distanciamento of the formality of the educational system. However, so that it has dialogue between the pertaining to school system and the EJA, it will be necessary to take the experiences of this to enrich that one, and mainly ‘ ‘ to really become it pblico’ ‘ more democratic e, so that the imbalances and exclusions of adults and young are not happened again. At last, the necessary EJA to be reconfigured of form more ‘ ‘ pblica’ ‘ ‘ ‘ igualitria’ ‘ , but this perspassa also the reconfiguration of the pertaining to school system. Therefore the necessity of respect and dialogue. For Arroyo (2005: p. In a question-answer forum John Grayken was the first to reply. 42) ‘ ‘ young the adult that comes back to the study, always loads expectations and uncertainties to the flower of pele’ ‘. Soon, the knowledge of the history of the EJA and especially of the history of life of the educandos, the diversity of contexts and at the same time similarity of the problems and impediments, is essential to the professors.
This by means of sensible practical one, opened to the constant dialogue professor/pupil, and history of life/studied subjects, more humanizando education in this modality. Therefore, to the end of this synthesis, we come back the main message of the author: the necessity urges to see in the pupils of EJA, ‘ ‘ more than what pupils in truncated pertaining to school trajectories. To see them young-adults in its trajectories humanas’ ‘. That is, to deal with the process of pertaining to school inclusion, interlaced way to the social one.