The Dimensions

Thursday, 26. May 2016

With methods that do not take in account the logic of who aprende’ ‘. (FUCK, 1994, p.14). The EJA must search in its essence to form and to stimulate the young and the adult to search multiple together visual languages with the dimensions of the work and the citizenship. ‘ ‘ However, this requires something more than this modality that ahead has of itself people mature and cut by experiences longer of life and work. It can be said that we are ahead of the equalizadora function of the EJA’ ‘ , as it emphasizes the Cury philosopher (To seem CNE N 11/2000).

It is appealing the CURY (2000) that: … we bring tona the perspective of the young education of adult as promise of a development life for all the people, independent of the age, also contemplating aged, whose paper is unquestionable next to the new generations, for update of knowledge and abilities, exchange of experiences and access the new regions of the work and the culture. One is about promise of qualification and life expectancy for todos’ ‘. Therefore, today I believe the belief of the potentiality of lives deeply of an educative relation, that finds as one of its pillars, the recognition for the other, that is, the gesture of being well-taken care of for it develops the capacity to receive e, thus, to give. Thus, the relations human beings are carrying of innovations, over all are counted on the educative scienter. However, if the EJA if to pautar for educative relations, will be able to propitiate to the young and the adults of the popular layers a process of overcoming of the resonances of condition of social exclusion. 5. CONCLUSION In accordance with the thematic one chosen, the article considers a reflection on the repercussions, challenges and perspectives of the EJA in the Brazilian scene, that sends in them to adult a young reality of the e, bringing to the debate the relevance of the formation of the citizen, while pertaining of the worthy society and of citizenship.

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