Ensino Supletivo destinado aos trabalhadores em Goiás: aspectos do Projeto Saturnus

Abstract

This dissertation was developed within the scope of the line Work, Education, and Social Movements: Critical and Intersectional Perspectives, linked to the Graduate Program in Education at the Federal University of Goiás. The object of study is the Saturnus Project, a supplementary education initiative implemented in Goiás between 1977 and 1996, within the context of public educational policies guided by Law nº 5.692/1971. The empirical corpus of the research consisted of documents from the Saturnus Project, which, for the purposes of the study, were understood as historical sources. The objective of the research was to characterize the Saturnus Project as a form of provision of supplementary education (primary level) in the state of Goiás in order to understand the processes of implementation, execution, monitoring, and completion of the project. Based on the methodological approach of José D’Assunção Barros, source screening and a process of serialization were carried out, allowing for contextualized analyses based on the social, political, and institutional frameworks of the period during which the project was in effect. In its implementation, formative intentions geared toward alignment with the productive logic were evident, resulting in reduced content and a streamlined form of education. Regarding execution, the data point to a lack of structured planning, methodological improvisation, and simplification of content, thus expressing the compensatory nature of the project. As for monitoring, the sources indicate control and evaluation practices focused more on regulation and certification than on learning. The research highlights the limitations of supplementary education during the period, such as limited infrastructure, condensed curricula, and a strong emphasis on certification, elements that contributed to the reproduction of educational inequalities. By reconstructing the trajectory of the Saturnus Project, the dissertation contributes to the preservation of the memory of working youth and adult education in Goiás and strengthens the work of CMV – Goiás. Considering the current reality of Youth and Adult Education, it becomes clear that many historical challenges persist, such as the discontinuity of actions, stigmatization of the modality, insufficient teacher training, and unstable public policies. This persistence of challenges underscores the importance of research in revealing, through the relationship between what was and what has been, the ongoing elements that continue to shape the trajectory of working youth and adult education.