A look at the EJA modality from the perspective of evidence of interdisciplinary methodology in educational legislation

Abstract

This article brings to light the discussion about a relevant topic in the educational area, which is the interdisciplinary methodology in the form of Youth and Adult Education (EJA) in the secondary education stage. To warm up the proposed theme, it was necessary to visit the legal documents relating to EJA, through indicative observation, to identify principles of the interdisciplinary methodology. Our objective was to explore, in official documents in light of the EJA modality, interdisciplinarity, as a strategy for efficient pedagogical practice. In the methodological path, we focused on identifying the presence of signs of interdisciplinarity, in the context of high school in the EJA modality, through the writings of the frameworks of the legal documents of the Bahia Education System and at the federal level. Still along this path, the core was also to detect in the scientific literature the contributions of authors who share the theme of our research. Strategically, the bibliographic sources were anchored using the following keywords: “interdisciplinary methodology”; “Youth and Adult Education”; "high school"; “educational legislation”. As a database, the Google Scholar platform was used. In the scope review process, based on evidentiary observation, it was observed that some legal documents of federal and state domain (Bahia), referring to interdisciplinarity as a pedagogical strategy of EJA, are exposed in a perfunctory way; others do not even propose an interdisciplinary curriculum and the rest do not include this modality in high school. The authors studied present interdisciplinarity as an overflow of curricular components, ensuring the construction of globalized knowledge.