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Drawing on Paulo Freire, it explains how decolonial thinking is translated into EJA pedagogical practice. It argues that engagement with the programme increases participants’ legitimacy and visibility while supporting educators in critically reflecting on professional contexts and the socio-economic conditions shaping EJA students’ experiences.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/paulo-freire-the-decolonial-curriculum-and-the-experience-of-the-professional-masters-in-youth-and-adult-education-in-bahia-brazil/588869/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/paulo-freire-the-decolonial-curriculum-and-the-experience-of-the-professional-masters-in-youth-and-adult-education-in-bahia-brazil/588869.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the paper regarding the decolonial curriculum?","Question",{"text":112,"@type":113},"It situates a discussion of the decolonial curriculum within the Brazilian MPEJA programme for adult and youth education (EJA), using Paulo Freire’s work as a key reference.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper connect MPEJA to Freirean decolonial thinking in EJA?",{"text":117,"@type":113},"It describes how the programme supports educators in reflection on their professional context and on socio-economic influences shaping EJA students’ experiences, while also engaging with decolonial pedagogical representation.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the paper emphasize education’s role in democracy and autonomy?",{"text":121,"@type":113},"It argues that education should enable individuals to understand the forces shaping their lives and to act to make positive change, linking Freire’s educational goals to constitutional democracy and overcoming oppression.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588869,1792189300,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","Paulo Freire, the Decolonial Curriculum and the Experience of the Professional Masters in Youth and Adult Education in Bahia, Brazil  \ngraça d os santos costa, david mallows,  \npatricia lessa santos costa  \nAbstract  \nIn this paper we situate a discussion of the decolonial curriculum within the context of a Brazilian postgraduate programme (MPEJA) focused on adult and youth education (EJA). We draw on the work of Paulo Freire in our discussion of decolonial thinking and its pedagogical representation within EJA in Brazil. We suggest that engagement with the programme provides legitimacy and visibility for participants, supporting them in revealing the diversity and specificity of EJA (Cardoso, 2017). MPEJA also counters decolonial thought through the possibilities it provides to EJA educators for reflection on their professional context and the socio-economic influences on the experiences of their EJA students.  \nKeywords: Brazil, Freire, Adult Education, Curriculum, Professional Development  \nIntroduction  \nIn this article we discuss the contribution of Paulo Freire to the field of pedagogy for decolonial thinking and constitutional democracy in Brazil. We locate the discussion of the decolonial curriculum in the experience of the Professional Masters in Youth and Adult Education in Brazil (MPEJA), a professional postgraduate programme for adult educators offered by the Bahia State University (UNEB) in the north east region of Brazil.  \nBahia is a large state with a large rural population. The poverty rate of the state is among the highest in Brazil. In this context there is great need for adult education to support Bahians in meeting the challenges of navigating what is an increasingly complex and challenging society. Education credentials are highly valued in the Brazilian job market and act as gatekeepers to better  \nemployment. Many Bahians fail to complete their formal education, at primary or secondary level and seek adult education centres in order to earn school completion certificates. Adult education, though underfunded, provides adults with opportunities to gain the education credentials that they need to progress at work, and earn a better living.  \nHowever, adult education should also support the development of adults as autonomous subjects, able to understand their position in society and the forces that shape that, and to understand and see beyond those current circumstances. These ideas permeate all of Freire’s work – his interventions in public policy, as well as his writing. Freire was highly critical of the processes and outcomes of the Brazilian education system. For Freire the primary goal of education was to enable individuals to become conscious of the forces that shape the circumstances of their lives, and to work to make positive changes to those circumstances. For this to be achieved, Freire believed that it was first necessary to achieve an in-depth understanding of the world that we inhabit, in particular the social and political contradictions within it. However, for Freire, just being conscious of the societal norms and structures that produce (and reproduce) each individual’s experience was not enough. Instead, he argued that consciousness should lead to action against those elements that oppress and limit each individual’s possibilities.  \nPaulo Freire’s Pedagogy and its Contributions to Decolonial Thinking  \nThe initial understanding that underpins this article is of democracy as apolitical regime based on equal rights, freedom to participate in civil life, solidarity, transfer of power, transparency, tolerance and respect for diversity. In such a democracy, the sovereignty of the people is central (Arendt, 2008) . And it is through education that human beings are able to fully realise their potential – making choices and taking action in order to preserve or change beliefs, values, and practices that impact on their ability to live an autonomous life (Teixera, 1998; Fernandes, 1989) . The ter","cbCaifGTOBCHohfd","https://ap.wps.com/l/cbCaifGTOBCHohfd","pdf",105932,15,"English","# Abstract\n# Introduction\n# Paulo Freire’s Pedagogy and its Contributions to Decolonial Thinking","[{\"question\":\"What is the focus of the paper regarding the decolonial curriculum?\",\"answer\":\"It situates a discussion of the decolonial curriculum within the Brazilian MPEJA programme for adult and youth education (EJA), using Paulo Freire’s work as a key reference.\"},{\"question\":\"How does the paper connect MPEJA to Freirean decolonial thinking in EJA?\",\"answer\":\"It describes how the programme supports educators in reflection on their professional context and on socio-economic influences shaping EJA students’ experiences, while also engaging with decolonial pedagogical representation.\"},{\"question\":\"Why does the paper emphasize education’s role in democracy and autonomy?\",\"answer\":\"It argues that education should enable individuals to understand the forces shaping their lives and to act to make positive change, linking Freire’s educational goals to constitutional democracy and overcoming oppression.\"}]","Paulo Freire, the Decolonial Curriculum and the Experience of the Professional Masters in Youth and Adult Education in Bahia, Brazil | PDF",1792066095,38]