Blackening EJA curricula:

challenges to pedagogical practices

Abstract

Youth and Adult Education (EJA) is intended for people who have not had access to schooling or are incomplete in this regard, defined by Ferreira (2024) as "EJA People," Black and poor people who throughout their lives are marked by processes of social exclusion. Our objective is to analyze the different pedagogical practices considering the Education of Ethnic-Racial Relations in EJA schools in the Baturité Massif, Ceará. We start from the hypothesis that the inferiorization of Black culture remains alive in the school context, preventing Law 10.639/2003 from being implemented. The methodology follows qualitative principles of the analytical-interpretative type, using data obtained from field interns in the Pedagogy program at a university in the interior of Ceará. The results point to a lack of preparation on the part of educational institutions, which are not relevant to liberating and emancipatory education.