In Neurolinguistics, the use of diagnostic tests developed in other countries can create difficulties in the interpretation of results due to cultural, demographic and linguistic differences. In a country such as Brazil, with great social contrasts, schooling exerts a powerful influence on the abilities of normal individuals. The objective of the present study was to identify the influence of schooling on the performance of normal Brazilian individuals in the Boston Diagnostic Aphasia Examination (BDAE), in order to obtain reference values for the Brazilian population. We studied 107 normal subjects ranging in age from 15 to 84 years (mean +/- SD = 47.2 +/- 17.6 years), with educational level ranging from 1 to 24 years (9.9 +/- 4.8 years). Subjects were compared for scores obtained in the 28 subtests of the BDAE after being divided into groups according to age (15 to 30, N = 24, 31 to 50, N = 33 and 51 years or more, N = 50) and education (1 to 4, N = 26, 5 to 8, N = 17 and 9 years or more, N = 61). Subjects with 4 years or less of education performed poorer in Word Discrimination, Visual Confrontation Naming, Reading of Sentences and Paragraphs, and Primer-Level Dictation (P < 0.05). When breakdown by schooling was 8 years or less, subjects performed poorer in all subtests (P < 0.05), except Responsive Naming, Word Recognition and Word-Picture Matching. The elderly performed poorer (P < 0.05) in Complex Ideational Material, Visual Confrontation Naming, Comprehension of Oral Spelling, Written Confrontation Naming, and Sentences to Dictation. We present the reference values for the cut-off scores according to educational level.

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Normative data for the Brazilian population in the Boston Diagnostic Aphasia Examination: influence of schooling

The aim of this paper is to identify emerging themes and processes in the area of public policies for youth and adult edu-

Notas sobre a redefinição da identidade e das políticas públicas de educação de jovens

O artigo visa identificar temas e processos emergentes do campo das politicas publicas de educacao de jovens e adultos no Brasil. Aborda inicialmente o processo de redefinicao da identidade da educacao de jovens e adultos desencadeado pelo reconhecimento da diversidade sociocultural dos educandos, bem como pelo embate entre o paradigma compensatorio e a concepcao de educacao continuada ao longo da vida. Trata, a seguir, dos desafios e impasses das politicas publicas para superar a posicao marginal ocupada pela educacao de jovens e adultos na reforma educacional da segunda metade da decada de 1990. Ao final, sugere que os principais desafios a serem respondidos pelas politicas publicas no presente sao os que emergem da agenda de dialogo e conflito entre os movimento em prol da educacao de jovens e adultos e os governos, tais como a articulacao entre alfabetizacao e escolarizacao, as estrategias de financiamento publico e colaboracao entre as instâncias de governo, bem como a formacao e profissionalizacao dos educadores.

/pdf/notas-sobre-a-redefinicao-da-identidade-e-das-politicas-2zyjq3uew5.pdf

Notas sobre a redefinição da identidade e das políticas públicas de educação de jovens e adultos no Brasil

From literacy to lifelong learning: Trends, issues and challenges in youth and adult education in Latin America and the Caribbean: Regional synthesis report

Este articulo tiene por objetivo discutir la participacion de la sociedad civil en el contexto de la CONFINTEA VI y las cuestiones traidas en su proceso preparatorio. Por tanto, relata la historia de como vino dandose esta participacion a lo largo de la historia reciente de Brasil, en dialogo con la constitucion de las politicas publicas en educacion de jovenes y adultos (EJA), discutiendo la relacion entre el poder publico y la sociedad civil. Retoma el proceso preparatorio relativo a la CONFINTEA V, ocurrido en 1997, en Hamburgo, en Alemania, y la consecuente formacion de los foros estaduales de educacion de jovenes y adultos y de los encuentros nacionales de estos foros, los ENEJAs, conformando un modo particular de participacion.

/pdf/a-participacao-da-sociedade-civil-brasileira-na-educacao-de-3o5lxn21lr.pdf

A participação da sociedade civil brasileira na educação de jovens e adultos e na CONFINTEA VI

O artigo contextualiza e avalia os resultados do Plano Nacional de Educacao (PNE) 2001-2010, evidenciando que as metas para a educacao de jovens e adultos (EJA) nao serao alcancadas. Analisa a abordagem conferida a EJA nos documentos preparatorio e final da Conferencia Nacional de Educacao (CONAE) e indica desafios prioritarios desse campo educativo a serem enfrentados pelo novo PNE 2011-2020 nos âmbitos das concepcoes politico-pedagogicas, do financiamento, da formacao e profissionalizacao dos educadores e do regime de colaboracao entre as esferas de governo.

/pdf/a-educacao-de-jovens-e-adultos-no-plano-nacional-de-educacao-3pcj57ghsk.pdf

A educação de jovens e adultos no Plano Nacional de Educação: avaliação, desafios e perspectivas

This article examines the education of youngsters and adults within the educational reform implemented in Brazil during the 1990s, analyzing the fulfillment of the decentralization in this specific field of education as well the programs and beneficiaries, the deregulation and selective privatization of services. Under this perspective, it is deemed that the educational reform was fettered by the goals of fiscal adjustment, a fact that resulted in the redefinition of the role of the State in the funding and offer of education services, producing a movement of the boundaries between public and private responsibilities in the promotion of education for young and adult persons. Tendencies are highlighted of proliferation of providers, and of multiplication of youngster and adult education programs conducted in partnership between governmental and non-governmental agents. Such practices are inspired in varying meanings attributed to the concepts of partnership and of non-governmental public services, admitting an economic-instrumental view as well as a perspective of democratization of the public sphere. Considering these different meanings and implementation strategies, the article analyzes how the concept of partnership has been put in practice in three federal initiatives for the education of youngsters and adults - the Solidary Literacy Program, the Land Reform Education Program, and the National Plan for Professional Education and Qualification.

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Descentralizacao, focalizacao e parceria: uma analise das tendencias nas politicas publicas de educacao de jovens e adultos

Alfabetização de jovens e adultos no Brasil: lições da prática

Esta publicacao tem base em estudos realizados pela Acao Educativa com apoio do International Council for Adult Education
(Icae) e da Oficina Regional de Educacion para America Latina y Caribe da United Nations Educational, Scientific and Cultural
Organization (Unesco).

Maria Clara

Papers

Notas sobre a redefinição da identidade e das políticas públicas de educação de jovens e adultos no Brasil

A educação de jovens e adultos no Plano Nacional de Educação: avaliação, desafios e perspectivas

Descentralizacao, focalizacao e parceria: uma analise das tendencias nas politicas publicas de educacao de jovens e adultos

Alfabetização de jovens e adultos no Brasil: lições da prática

Seis anos de educação de jovens e adultos no Brasil: os compromissos e a realidade