Constructing alternatives for social inclusion in Education for Youth and Adults

Brazilian society, as is formed today, is made up from contributions of various social and cultural aspect that reveals the diversity of cultural and constitute the nation. However, this process of constitution of the country, several subjects were subjected to marginalization and exclusion of rights to decent living conditions for every human being, including access to the school and the benefits resulting therefrom. In this sense, the institution school emerges as a space of possibilities of redemption of the right to knowledge related to the use of reading and writing as goods relevant to the enjoyment of present, especially in the form of youth and adults. Therefore, we will consider the contributions of the educational activity schooled, developed with the subjects to attend EJA (Education for Youth and Adult). For this, we will enforce the theoris developed by Kleiman (1995), Santiago (2000), Souza (2000), which discuss and theoriza about the role of popular education and social practices od use of reading Written and developed by the school in the context of current society.