DISCURSIVE PRACTICES ON LEARNING EVALUATION IN CURRICULAR POLICIES FOR EJA AND IN THE CEJAS OF JOÃO PESSOA/PB

Abstract

This study involves the questions around the meanings of curriculum policy evaluation for Education of Young People and Adults (EJA). Our objective was to analyze such meanings in the curriculum of João Pessoa´s/PB State Centers for Young People and Adult Education (CEJAs), specifically in the Secondary School segment. Our analyses were developed from data produced by semi-structured interviews and studies of national and local curriculum documents, following a poststructuralist bias derived from the work of Laclau and Mouffe (2015) and Laclau (2011; 2013). The study found that the agendas present in the trajectory of curricular policies by the macro, meso and micro spheres directly interfere in the construction of meanings and links between the curriculum and evaluation to meet the interests of the hegemonic discourses in each of these contexts.