Abstract:
The study addresses the Education of Young and Adult People (EJA) as a
fundamental right and a means to promote inclusion and social equity, especially for
individuals historically excluded from the educational system. It explores the
intersection between theology and education, investigating how ethical and
humanizing principles such as dignity, justice, and acceptance can guide inclusive
pedagogical and curricular practices in EJA. This qualitative and exploratory
research, based on a literature review, is structured into chapters discussing the
history of EJA in Brazil, the socio-economic and cultural profile of students, and the
main challenges of this educational modality. It then examines inclusion and
humanization in the educational context, emphasizing pedagogical practices that
value students' individuality and promote an environment of acceptance and
empathy. The study also proposes pedagogical guidelines and practices inspired by
theological values, aiming for an EJA that integrates theological ethics and fosters
transformative education. This proposal serves as the final product of the
professional master's degree. These guidelines include welcoming practices, a
curriculum based on humanitarian values, and proposals that appreciate students' life
experiences. The conclusion reinforces the need for a humanizing and inclusive EJA,
advocating for the role of theological ethics and the pedagogy of acceptance in
creating a fairer and more inclusive society. It also recommends continuing research
to improve pedagogical practices and the learning environment.
