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Youth and Adult Education (EJA) faces great challenges in the beginning of the 21st century. Among its basic issues, it can be highlighted the need to specific teachers’ professional and education policies. Regarding Brazil, since 1996 its educational system is ruled by the National Education Guidelines and Framework Law (LDBN No. 9394/1996) which included Youth and Adult Education as a specific type of Basic Education. Many studies have been developed since then, debating about the appropriate adult-teacher learning approach towards students in a wide age-range, stressing their singularities in meaningful contexts. Our study aims to analyze the National Curricular Guidelines for Youth and Adult Education applying the discursive textual analysis methodology path in order to interpret and understand the meanings and senses of this type of educational phenomenon. We will also evaluate the goals of its proposal for teachers’ work outlined in the text content of this policy. The significance of our studies is to provide new understandings and contributions for further policy making that may address the peculiarities and singularities in the field of teacher education for Youth and Adult Education (EJA) target audience.

Discursive Textual Analysis of Brazil’s National Curricular Guidelines for Youth and Adult Education: Meanings and Senses