Título :	Direito à educação e teoria do reconhecimento : histórias que tecem o desenvolvimento de um Centro Exclusivo de EJA no DF
Autor :	Lopes, Reijane da Silva
Orientador(es)::	Vieira, Maria Clarisse
Assunto::	Direito à educação Educação de jovens e adultos - Distrito Federal (Brasil) Teoria do Reconhecimento
Fecha de publicación :	15-oct-2025
Data de defesa::	11-jul-2025
Citación :	LOPES, Reijane da Silva. Direito à educação e Teoria do reconhecimento: histórias que tecem o desenvolvimento de um Centro Exclusivo de EJA no DF. 2025. 365 f., il. Tese (Doutorado em Educação) — Universidade de Brasília, Brasília, 2025.
Abstract:	Youth and Adult Education (Educação de Jovens e Adultos – EJA) is an educational modality designed to serve young people, adults, and the elderly who were unable to complete their studies at the appropriate age, often experiencing educational trajectories marked by discontinuities, disrespect, and the denial of rights. As such, EJA constitutes a strategic response to historically rooted inequalities in access to education and represents a contested field in terms of legal and social recognition. This doctoral dissertation aims to analyze, from the perspective of the Theory of Recognition, the contributions of an Exclusive Center for Youth and Adult Education in the Federal District of Brazil (Distrito Federal – DF) to the realization of the right to education, based on the meanings attributed by students and alumni to their schooling experiences. The general objective unfolds into the following specific aims: to reconstruct the history of struggle and resilience of this Exclusive EJA Center within the context of educational development in the DF; to analyze how the intersubjective dimensions of recognition—love, rights, and solidarity—interrelate with the realization of the right to education; and to understand the meanings that EJA students and alumni assign to themselves, to the school, to the schooling process, and to the relationships that enabled recognition in the dimensions of love, rights, and solidarity. Drawing from an epistemological framework grounded in Axel Honneth’s critical theory, the study engages with scholars such as Arroyo, Di Pierro, Freire, Galvão, Haddad, Ireland, Jay, Machado, Paiva, Sawaia, and Vieira, among others. A qualitative approach was adopted, using documentary research and narrative interviews supported by visual imagery. Fieldwork was conducted between October 21, 2022, and December 23, 2023, in a public school in the Federal District, involving six students, two alumni, and five educators. The data collected were systematized, analyzed, coded, and categorized through content analysis. The results, discussed in three thematic sections, show that the school investigated serves as a space of recognition across the three intersubjective dimensions, as it fosters a welcoming environment, the building of affective bonds, and the appreciation of personal life stories—key elements for re-signifying the educational process. It is hoped that the insights produced by this research will contribute to the strengthening of public policies committed to EJA and to the recognition of its participants, encouraging schools and educators to remain steadfast in their mission to promote a more humane, democratic, and transformative education.
metadata.dc.description.unidade:	Faculdade de Educação (FE)
Descripción :	Tese (doutorado) — Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2025.
metadata.dc.description.ppg:	Programa de Pós-Graduação em Educação
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