PRODUCTION OF KNOWLEDGE IN PROEJA, BRAZIL (2006-2013): A STATE OF THE ART

This article aims to conduct an initial survey and map the academic production on the theme: National program of professional and basic education integration in the young and adult education mode (Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos PROEJA) from dissertations, theses and articles published from 2006 to 2013. In order to undertake this research, we observed some theoretical and methodological procedures, l iterature review and documents which delimit this conceptual and historic field with the studies of Moura (2007), Moll (2010) Di Pierro (2010), Romanowski and Ens (2006), and Ferreira (2002). It is a bibliographical study which describes the state of the art about PROEJA in the country, having the word “PROEJA” as the research descriptor and the following analysis indicators: year of publication, the place where the research was performed (with empirical research), institution, type of production, categories of knowledge and keywords. The following sources were chosen as databases: Platform Scielo Brazil, the Public Domain Portal of Theses and Dissertations and the Brazilian Digital Library of Theses and Dissertations (BDTD) of the Brazil ian Institute of Information Science and Technology (IBCT). It can be concluded that scientific production in the mentioned area is sti ll shy considering the theoretical and methodological challenges posed by the implementation of PROEJA, and there is sti l l remarkably l ittle research related to aspects such as didactic teaching materials, funding and the relationship with rural education.

indicators: year of publication, the place where the research was performed (with empirical research), institution, type of production, categories of knowledge and keywords. The following sources were chosen as databases: Platform Scielo Brazil, the Public Domain Portal of Theses and Dissertations and the Brazilian Digital Library of Theses and Dissertations (BDTD) of the Brazilian Institute of Information Science and Technology (IBCT). It can be concluded that scientific production in the mentioned area is still shy considering the theoretical and methodological challenges posed by the implementation of PROEJA, and there is still remarkably little research related to aspects such as didactic teaching materials, funding and the relationship with rural education.

PRESENTATION
The aim of this article 1 concerns an initial survey and mapping of the academic production on the National program of professional and basic education integration in the young and adult education mode (Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos -PROEJA) in the period from 2006 to 2013.
It is necessary to recognize that the emergence of a relatively new epistemological field provided by the integration of professional education, basic education and young and adult education, has generated for the graduate programs in Brazil a theoretical fertile field for academic production, especially faced to the challenges of this integration. Taking into consideration that, even though the PROEJA a relatively new program, from the historical point of view, there is already significant production of knowledge being realized 2 . Hence the need for systematization of produced knowledge about PROEJA. To present a review of scientific literature on the proposed subject, we understand as necessary to situate it historically and spatially, in front of political situation. In this regard, we made use of a bibliographic and documentary research about PROEJA, as well as a bibliographical research of inventory and descriptive character about the State of the art program. Thereby, platform Scielo Brazil, the Public Domain Portal of Theses and Dissertations and the Brazilian Digital Library of Theses and Dissertations (BDTD) of the Brazilian Institute of Information Science and Technology (IBCT) were taken as database.
The text is divided into three parts in which, we initially tried to situate the PROEJA historically, as well as its characteristics, then we have outlined theoretical and methodologically this research while State of the art and, finally, we bring, systematically, the information concerning the research conducted in the databases available on the World Wide Web.
We emphasize that the performed work is of significant importance for the understanding and recognition of the intersection between the young and adult education, the professional education and the basic education, as a specific field of knowledge. We still highlight their importance to the academic and technological area, bearing in mind the lack of similar research, becoming a novelty topic in the field of PROEJA.
Thus, we believe that this state of the art can add more meaningful information about the proposed theme, as well as the possibility of new research, still little explored in PROEJA.

HISTORICALLY LOCATING THE PROEJA
Firstly, it is necessary to recognize that the young and adult education (EJA) historically has not assumed a privileged place in the educational policies in the country. As pointed out by Di Pierro (2010, p. 940), [...] we are led to believe in the existence of a broad consensus around the human right to education, at any age, and the need for continuing education throughout life. Nevertheless, when we examine the implemented educational policies, we verify the secondary importance of EJA in front of other educational modalities and age groups.
However, in the last two decades (1990-2010), much has been done in an attempt to insert the EJA in public agendas 3 (Arroyo, 2007, p. 20). But, notwithstanding, it is noted that most of the actions is driven to combat illiteracy or poor and initial insertion in the elementary school, and more recent in high school.
Only very recently, from changes in the productive sectors and business relations, the educational policies have assumed different role than historically assumed. This is due to several factors, including some of the most important, which are the globalization phenomenon, the various changes in the production mode in the country and in the world, and the situations and scenarios historically formed, therefore, it is possible to understand that the historical subjects produce its existence through the work, and this transforms the world and the man and woman itself.
The emergence of the National program of professional and basic education integration in the young and adult education mode (PROEJA), in 2006, became a milestone in the history of EJA in the country, not only for considering large portions of the population who had not completed high school or had no access to it, but also the huge contingent of young and adult little schooled that did not have access to training, or any other professional qualification.
Whereas the first politic assumption of EJA is the right to education, it must be offered under diverse conditions of entry and stay in the educational environment. Also considering the new social needs and the changes occurring in the world of work, became imperative in this scenario the association between the young and adult education and their professional qualification, as provided by the law of directives and bases for national education (Law No. 9,394/96) in its art. 37, § 3, "the education of young and adults should articulate preferably with professional qualification, in the form of regulation "(p. 12).
The Federal network of professional and technological education (PTE) since 1959 have undergone changes that would be as grounds for the attendance to the EJA.
From the coming into force of the law nº 3,552/1959, the institutions that originated the current CEFETs began to offer courses in the last stage of basic education -current high school -and technical courses of middle level. In some historical moments, this offer occurred in an integrated manner, even though this integration never happened in the fullness of its meaning. At other times, it took place separately, in other words, high school on one hand and technical courses of middle level on the other. Anyway, in the last four or five decades, these educational offerings were present within the Federal network of PTE. This experience associated with the renowned quality of courses offered throughout the country qualifies it as important locus in the initial implementation phase of the PROEJA. (MOURA; HENRIQUE, 2007, p. 23) The need for integration between the young and adult education and professional education, according to the base document of the PROEJA high school occurs, [...] by the objective conditions of millions of young and adults that seek and need it, as well as the economic needs and the by changing the form of organization of the production process. It is necessary to ensure access to literacy, the elementary school and professional education to 62 million young and adults (IBGE, PNAD 2003) who did not have conditions to complete the basic education in chi ldhood and adolescence that should precede, in the logic of modern culture, the work. (BRASIL, 2007, p. 33).
In the year of 1997, in a contrary way, it was created by then-President, Fernando Henrique Cardoso, the Decree No. 2,208/1997, which separated the professional education from the high school, with a view that the basic education should not articulate with the world of work. This educational model should provide access to higher levels of education. In its Article 1, which deals with the goals of professional education, the item I says that professional education must "promote the transition between school and work, enabling young and adults with general and specific knowledge and skills for productive activities," as well as in article 5 of the same law, "professional education of technical level will have specific curriculum organization and independent from the high school and may be offered concomitant or sequential to this. " (BRASIL, 1997, p. 01). From the strategic report 2007, and the tessitura of several guidelines about the program deployment/implementation, some advances were achieved in the institutions, however, a field of tension and compliance was still real in the Federal network of professional and technical education, especially considering what points out Moll (2010) by saying tha t closing the professional education, basic education and EJA , is "to produce a new epistemological, pedagogical and curricular field". (p. 134).

THEORETICAL-METHODOLOGICAL DESIGN
The researches said as State of the art have been increasingly recurrent in the country, perhaps because of the need for better and larger panoramic view on the production of knowledge in certain areas. We decided, in this article, for the State of the Art that points Ens and Romanowski (2006) about the subject, In this way, without intending to conduct a full mapping regarding all production realized on the subject PROEJA, we perform, in this article, a bibliographic research of descriptive and inventory character, based on three sources, namely, the Platform Scielo Brazil, the public domain portal of theses and dissertations and the Brazilian digital library of theses and dissertations (BDTD) of the Brazilian institute of information science and technology (IBCT). The search descriptor of the research was the word "PROEJA" and the following indicators analysis: year of publication, local where the survey was conducted (empirical research), institution in which the research was conducted, production type, knowledge categories and keywords.
We consider the realization of this study of great importance since a) such assessments help to detect stages of theories and methods; b) put in relief aspects of the study object outlining the possibility of new research; c) reveal the extent to which the recent research is related to the previous; d) allow advance or improvement of real increase from the already known, or eve n by overcoming previous conceptions and approach of the problem gaps. (ENSSLIN, GIFFHORN e VIANNA, 2011, p. 329).
Thus, for the survey and mapping of the production of articles, dissertations and theses, the following procedures were performed: a) survey on the internet,in the pages of databases, already referred, about the publications on PROEJA, having as descriptor the same word; b) survey and mapping of all productions, within the chronological period from 2006 to 2013, sorting them from the analysis indicators; c) construction of charts and graphs from the collected data.
From the information gathering about the production of knowledge about PROEJA, in the period between the years of 2006, when the program was created, and 2013, it was possible to map from the three databases the following information.
In each database were identified articles, theses and dissertations where, throughout the mapping, there were data overlapping. In other words, the same publication had been published in more than one database. Thus, it was necessary at first to map all publications and then identify duplicate publications or, in some cases, tripled. There were also cases in which, on the database page, a particular publication was available and, when accessing the publication through the available link, it was verified that the available publication was not the same registered. In these cases, we have catalogued the available publication, bearing in mind the availability of required data. Thereby, we present below the distribution of publications by the database.

Graph 1: Publication gathering by database.
A total of 104 publications were identified in three databases that met the required profile for the research.

Graph 2: Type of mapped publications.
All the surveys conducted with empirical research (having as locus a material/empirical field) were realized in public institutions. Only 04 (four) from 104 (one hundred four) surveys were of documentary and bibliographical character, and in 01 (one) from 100 (one hundred) empirical research, it was not possible to identify the location where it was performed 7 . We also identified that 77 studies had as empirical field institutions of the Federal network of education (Federal Institutes of education, science and technology, Federal Centers of technological education,   Table 1 shows the distribution of publications from graduate programs. 7 In this specific research, we read the abstract, the summary and part of the text body, and it has not been possible yet to identify the location where the research was conducted. It is necessary to point out that not all publications are from graduate programs in education. There are cases of publication in the graduate program in the sensu stricto in social service (PUC-SP), for example.
The categories of knowledge, arranged in Graph 4, are large areas in which we can combine, by similarity and affinity, the content of the publications. Each category has a set of content characteristics that defines it. Following in the table below according to its description. Encompasses publications that theorize about the curriculum itself of PROEJA, its proposal for integral formation, as well as its challenges We realize that the latest 4 categories are those that more promote research. Indicating, at the same time, the need for expansion of research about the previous categories.
The Graph 5 brings the 10 keywords that are more repeated along the 104 publications, and as already expected the most frequent keyword is "PROEJA". The keywords are index words of academic production. They are used both to synthesize the content of the work as to rank it in determined categories of knowledge production in that area. We observe, quite often, there is a certain lack of understanding by some researchers about the use of keywords, since it was quite common to use inappropriately. As an example are that publications dealing with PROEJA while public policy and the latter does not appear as a keyword, or about the discussions on the PROEJA and the integrated high school, or curriculum, or even the fact of placing keyword as entire sentences. There are cases in which the publications, in this case 5 dissertations, without keywords, but with only the abstract.
Although the Graph 5 brings the frequency of the 10 more repeated keywords over the publications, it is necessary to point out that there was a large amount of keywords that appeared only once, which can point to the scarcity of research on certain topics or to the inadequacy of the conducted research and their keywords as index elements.

FINAL CONSIDERATIONS
The experience of the production of a State of the art promotes clarifications about the need of production of this type of academic research. A summary of the knowledge production in determined area produces understandings about the research methods, their limitations, as well as the limitations and failures of their own databases in which are reviewed the information. The consulted databases offered no failures in available search engines, but provided links that sometimes did not access the right publications, or simply led to a page not found on the internet. There are publications that, even so, we can find it on the world wide web, but others not, which prejudices the mapping of the academic production.
The gathering and mapping of the academic production in PROEJA indicate us not only the dimensions more exploited in terms of academic research. Indicates also the absence or inexpressive production in other dimensions as in the relation of the PROEJA with rural education, the issues relative to people with disabilities, funding of young and adult education integrated to professional education, issues related to the didactic material used or to be built into the program, the relation of PROEJA with people deprived of freedom, or even the relation of PROEJA with environmental education.
Thus, we understand that there is already a significant production of knowledge related to PROEJA, but that little contribute materially to the overcoming of the theoretical -methodological challenges from the integration between professional education, basic education and young and adults education. This study points us that the perspectives for a State of the art of PROEJA tend to consolidate, both from the theoretical point of view as the methodological, first because glimpses a strengthening of the association between EJA and professional education, second, by the necessity of academic production that gather and spread the produced knowledge in areas that has been excelling as the PROEJA, for example.