Based on the reality of the data and policies formulated in recent years, the essay develops with the theoretical and epistemological experience accumulated in many years of research.Four powerful questions are formulated that cover the main aspects involved in the theme.These are: 1) how to fulfill the right of youth and adult education in the present time of ultra neoliberal policies?2) Why treat the EJA as a policy of inclusion?3) What does equity mean and how does meaning impact policies / funding funds?4) What does conceptual diversity mean and how does it reflect in the EJA curriculum?The course of the experience allowed to constitute a vast knowledge on the field of youth and adult education, especially regarding the diversity of this public and the social and academic recognition of the valid knowledge produced by them.Thus, a synthesis based on memory and empirical data collected in the last ten years is added, in addition to other experiences with a more marked origin in the early 2000s, intensified while the collective construction of public policies for the EJA remained during the two governments Lula da Silva.

Proposals for Global Citizenship Education (ECG) are often presented as derived from quasi-natural processes of pedagogical evolution. In this evolutionary thinking, ECG represents a more advanced stage of pedagogical innovation and, consequently, appears as the best and most comprehensive educational model. It is important to point out that in the period 1990-2019 two simultaneous trends seek to develop different models of citizenship. If the ECG seeks to develop a cosmopolitan global citizen, other pedagogical proposals aim to transform notions of citizenship by giving priority to the rights of a neoliberal "global consumer" over "global / civic" rights. This article reviewed 62 peerreviewed articles on ECG and identified the predominance of an idealized redemptive pedagogical orientation that has many limitations and fundamentally does not confront the consumerist options offered by neoliberal pedagogical models.

It is a text whose main objective is to affirm the power of everyday life as spacetime of resistance and creation in face of the social-liquidation agendas present in Brazil and in the world, allied to the policies of oppressive transcendence and diminishing life, which include the mechanisms of normalization, control, servitude, and attempts to nullify the difference that are lodged in the institutions-organisms and that are becoming increasingly overwhelming in schools, not becoming totalitarian precisely because of everyday practices that reinvent life.It departs from initial problematization, paying special attention to the events that arise among the weavings of knowledge-meanings, whose temporalities force us to think about the power of multiplicity and difference present in the daily processes of creation and resistance, which emerge amid the curricula woven into networks and that need to be assumed outside the logic of identity, recognition and representativeness.It bets on the idea of bodies without organs associated to the reorganization of intensive forces, to the revolution for new forms of existence, to the proposition of an ethical-aesthetic-political dimension for life, to the struggle for the liberation from the meshes of oppressive powers or even to the nomad war machine of production.Finally, it considers that the war to be waged today goes beyond that against organisms, and must be constituted as a war for life, for the liberation of vital forces imprisoned in man and by man himself.A war that can break with the oppression of vital forces that makes the body hostage to the powers that serve death.

Can Information and Communication Technologies (ICT) forged for curriculum policies be associated with conservative educational movements?This question seems to be challenging to some consensus that attributes exclusively bold and progressive meanings to the advent of ICT in education deserves to be problematized.In this article, we interpret the meanings that have been produced in curriculum policies involving ICTs for schools and how their discourses have meant teaching and learning in Ibero-American political texts.We selected in the analysis political texts produced between 2008 and 2016 by UNESCO and OEI to interpret how they have been spreading discourses about the inexorability of ICT in a conservative bias that aims to highlight the discourse of the knowledge society in the attempt of teacher and student control.and results via centralized evaluation processes.

The political aspect of the practices and public inclusive policies in the last 20 years in Brazil is analyzed as well as the Inclusive Education (IE) movement in the Western Europe and the United States.The issues raised by the results of field research in that context, by Alfredo Artiles´ text "What kind of inclusion and diversity in education?"that is part of this dossier, serves as this study´s start point.This study has an epistemological perspective of the pluralist approach in the public policies field, considering the complexity of the inclusive policies.Based on the documentary research on the topic at a national scale, legal documents and on thesis and dissertations of UFES Graduate School of Education, we analyzed the public policies on the light of the studies carried out in the state of ES related to inclusive matters.The analysis confirm Artiles´ findings concerning the limits of the research, reassuring the need to broaden the scope of the researches on the area in order to include the discussion on gender, ethnicity and sexuality present in the contexts and life stories of the Youth and Adult Education subjects that we have been accompanying .