EXPERIÊNCIAS INCLUSIVAS NA EDUCAÇÃO DE JOVENS E ADULTOS EM REABILITAÇÃO DA DEPENDÊNCIA QUÍMICA: A ESCOLA DE EGRESSOS EM CENAS AMAZÔNICAS

• DOI: https://doi.org/10.22533/at.ed.801142509057

• Palavras-chave: Educação Inclusiva. Formação Docente. Educação de Jovens e Adultos. Vulnerabilidade Social.

• Keywords: Inclusive Education. Teacher Training. Youth and Adult Education. Social Vulnerability.

• Abstract: It presents the results of a project linked to the research and extension program Escola de Egressos (School of Graduates), developed by academics and graduates of the Amazonas State University (UEA), in partnership with teachers from the public school system and health professionals in Manaus, Amazonas. It aims to provide training opportunities, based on the principles of inclusive education, for young people and adults with chemical dependencies in rehabilitation, who are residents of two institutions: a rehabilitation center and a therapeutic community. From an interdisciplinary perspective, combining teaching, research, and extension, the work is based on the following question: What are the limits and possibilities of socio-educational intervention contributing to the social inclusion of drug addicts in rehabilitation? The activities are organized through classes, sociocultural events, workshops, discussion groups, interviews, and lectures. Contemplating knowledge and practices of musical initiation; theater; literature; reading and writing; mathematics; origami and environmental education. The results show the impact of these actions on the initial and continuing education of graduates and veteran academics, as well as on the lives of institutionalized people. We established a didactic-pedagogical plan integrated with the therapeutic activities developed by the multidisciplinary team, aiming not only at pedagogical intervention, but also at monitoring the institutional routine and data collection by our academics. We conclude that the partnership between the university and the community is a viable way to effectively build less exclusionary public policies and reevaluate teacher training processes in the face of emerging social demands.