A curriculum for educating young people and adults: Perceptions of pedagogical practice

This book invites readers to reflect on the scope of education/training for young people and adults in Brazil, as unemployment and a competitive market require Brazilian workers to be more creative and have reflective academic knowledge, in addition to various skills for social integration. The main objective of this study was to seek theoretical support for our pedagogical practice at PROEJA-Uniso, the Youth and Adult Education Program at the University of Sorocaba. A brief historical overview of youth and adult education in Brazil, the laws that support it, and the movements calling for education for all, a requirement of the 21st century, clarifies the issue of exclusion. An understanding of curricular theories was necessary to comprehend this historical movement over time, in addition to an understanding of the curriculum/content for this type of teaching, the way in which knowledge could be approached, promoting the desired emancipation of the student. The perception of the student's existential situation, their dreams, as well as their reported/experienced experiences, made it possible to read the movement—action/reflection/action, inherent in the entire space-time of a classroom, the praxis.