2026-10-132026-10-132025-08-19Avelar, Waldiney Campos de. Programa “Belém Alfabetizada e Educadora”: um olhar para a práxis da Educação de Jovens, Adultos e Idosos em escola da SEMEC Belém/PA. Orientadora: Maria do Perpétuo Socorro Pereira Cardoso; Ivanilde Apoluceno de Oliveira. 2025. 119 f. Dissertação (Mestrado em Educação ) - Centro de Ciências Sociais e Educação. Universidade do Estado do Pará. Belém, 2025https://portaldaposgraduacao.uepa.br/handle/riuepa/348AbertoEducação de jovens, adultos e idosos (EJAI)Práxis pedagógica FreireanaAlfabetizaçãoPrograma Belém Alfabetizada e EducadoraInclusão socialYouth, adult, and elderly educationFreirean pedagogical praxisLiteracyBelém Literate and Educator ProgramSocial inclusionDissertaçãoCiências HumanasThis study presents discussions about the “Belém Literate and Educator” Program of the Municipal Government of Belém for the Education of Youth, Adults, and the Elderly (EJAI), highlighting the interconnections between its pedagogical proposals and Paulo Freire’s praxis. The guiding research question is: How is Freirean educational praxis, as proposed by the “Belém Literate” Program, evidenced in the teaching practice of Youth, Adult, and Elderly Education in the classroom of a municipal public school in Belém-PA? The guiding questions are: a) Which categories of Freirean praxis are manifested in the narratives of the subjects within the interactions between educator and student in EJAI?b) What possibilities are identified by students, educators, and pedagogical coordinators regarding the teaching-learning process of students in EJAI at the school?c) What dichotomies are evident in the perceptions of the subjects concerning the pedagogical proposals of teachers and the “Belém Literate” Program in relation to Freirean educational thought? The general objective of the study is to analyze, within the teaching practice of Youth, Adult, and Elderly Education in a municipal public school classroom in Belém-PA, evidence of Freirean praxis proposed by the “Belém Literate” Program. The specific objectives are: (a) To identify the categories of Freirean praxis that are manifested in the narratives of the subjects in the context of educator-student interactions in EJAI; (b) To analyze the possibilities pointed out by students, educators, and pedagogical coordinators regarding the students’ teaching-learning process in EJAI at the school; and finally, (c) To reflect on the dichotomies evident in the subjects' perceptions of the pedagogical proposals of teachers and the “Belém Literate” Program in relation to Freirean educational thought. The methodological approach of the study was based on qualitative field research guided by Minayo (2003), using the Dialectical Historical method as developed by Marx (1978), Freire (1977), and Mesquida (2011). The research relied on a questionnaire administered to educators and the school’s pedagogical coordination team, interviews with students and educators, document analysis, participant observation, and pedagogical dynamics, all of which contributed to the information gathering process. Throughout this process, theoretical intersections with bibliographic research were made, drawing upon theorists known for their critical and reflective views on education and their understanding of adult literacy as a fundamental right of all citizens. These included Freire (2011), Brandão (2002), Arroyo (2006), and Gadotti (2011). The data collected allowed for interpretation in light of the “Belém Literate and Educator” Program. The findings indicated that, despite some challenges expressed by educators, such as having been invited to participate in the program without prior training and having to adapt to its proposals during its implementation at the school, the program ultimately became a turning point in the classroom for both educators and students, as well as for the pedagogical coordination.The subjects' narratives and the activities carried out describe Freire’s potential for Youth, Adult, and Elderly Education in the capital. They demonstrate that educational actions like this are essential, as they bring hope to students who begin to see education as a transformative and emancipatory movement, thereby contributing to the strengthening of Freirean pedagogical concepts in the curricular proposals within the EJAI perspective and other educational spheres in both basic and higher education.PPGED - Saberes culturais e educação na Amazônia