Educação de jovens e adultos: permanência e evasão no Centro Municipal de Educação de Jovens e Adultos em Amargosa – BAHIA

Abstract

This monograph presents discussions on: Youth and Adult Education: Permanence and evasion at the Municipal Center for Youth and Adult Education in Amargosa – Bahia. Delimiting itself with the following general objective: Investigate the main factors that contribute to the permanence and to the dropout of EJA classes. And as specific objectives, the following stand out: Knowing the history of Youth and Adult Education (EJA), how this type of education is structured and which student profiles it serves. Analyze the causes of school dropout and make some reflections on the possibilities to alleviate this phenomenon; Identify what are the motivations that students find to enroll and attend EJA. The research is qualitative, in order to investigate what are the factors that contribute to school dropout in EJA and what are the motivations for staying in this type of education. Seeking a detailed understanding of the study in question, therefore, bibliographic analysis, document analysis and semistructured interviews are used. The objective of the bibliographic analysis was to know the history of Youth and Adult Education, to understand the elements that characterize this modality and to understand the aspects related to the dropout and permanence of the subjects. As for the document analysis, documents provided by the school management were analyzed with the objective of knowing and describing the characteristics of the school space and relevant data about the public served. Semi-structured interviews were also carried out with the school manager, a student who remains in this type of education and a participant who evaded the EJA. The interview with the manager aimed to understand the main factors that contribute to the permanence and evasion of EJA classes, how this type of education is structured, what are the profiles of students that the school serves and what actions the school develops to minimize evasion of students and what are their reflections in relation to the EJA modality. The interview with the student who is still attending EJA, aimed to find out what motivated him to enroll in EJA, what are the main factors that contribute to his permanence and what contributions EJA can bring to his life. And as for the interview of the student who dropped out, we sought to understand what factors caused his withdrawal from the EJA, the difficulties faced while attending the modality and what difficulties this former student faces for not having completed his studies. It is understood from this study that the EJA, in turn, even making it possible to guarantee the educational right for those who were denied this right, this modality presents several points to be thought and reorganized to better serve these individuals, such as training for teachers to allow them, in their classroom practice, to take into account the experiences, knowledge and life history of the students. It is considered respectable the existence of public policies aimed at the permanence of these students in school, thus preventing the evasion of their students. It is understood from this study that the EJA constitutes a decisive modality for the subjects to have the opportunity to continue/complete their studies since this right at some stage of their lives was denied. However, the modality has several points to be thought about and reorganized to better serve these subjects, such as continuing education for teachers to allow them to consider their experiences, knowledge and life history in their classroom practice. of the students, since, as we observed during the research, most of the subjects present a school history marked by several difficulties. Finally, the research points out that both adequate teacher training and school management are essential factors for the student's permanence or evasion. In the same way, flexible schedules and curriculum adaptation are elements that are necessary so that the knowledge to be worked in the classroom meets the needs and perspectives of the subjects. However, it is important to point out that the research does not end here, as it suggests other developments, given that the topic is quite complex and there is still much to be seen.