Relação entre trajetórias escolares conturbadas na infância e adolescência e acesso e permanência na EJA – A percepção de educandos (as) e educadores (as) da EJA sobre os impactos da cultura escolar
Data
2022-11-18
Autores
Soares, Karen Alves 
Orientadores
Graciano, Mariângela
Tipo
Trabalho de conclusão de curso
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Exponho aqui resultados de pesquisa para Trabalho de Conclusão de Curso de Pedagogia da Universidade Federal de São Paulo – Escola de Filosofia, Letras e Ciências Humanas, que tem por finalidade e objetivo identificar e compreender a relação entre trajetórias escolares conturbadas na infância e adolescência e o acesso e permanência na EJA. A fim de contribuir com as pesquisas referentes à Educação de Jovens e Adultos foram entrevistadas três professoras e três educandos da EJA de uma cidade metropolitana do Estado de São Paulo. Para atingir o objetivo da análise, o trabalho foi baseado principalmente nos escritos de Arroyo (1999, 2001, 2005 e 2017), Cury (2000, 2006) e Paulo Freire (1967, 1968, 1996). A partir dos áudios das entrevistas, anotações realizadas em caderno de campo e leitura para embasamento teórico de autores que dissertam sobre o tema desse TCC, foi possível compreender que não só a cultura escolar contribui para que educandos e educandas abandonem a escola na infância e adolescência, mas diversos fatores da vida pessoal de cada um também são grandes entraves para a continuidade dos estudos, questões econômicas e sociais das famílias foram temas de maior presença nas entrevistas. Os estudantes entrevistados demonstraram interesse em prosseguir com os estudos após sua formação na Educação de Jovens e Adultos, apontando a necessidade de políticas educacionais para acesso e permanência no Ensino Médio, Educação Profissional e Ensino Superior.
I present here research results for the Completion Work of the Pedagogy Course at the Federal University of São Paulo - School of Philosophy, Letters and Human Sciences, which aims to identify and understand the relationship between troubled school trajectories in childhood and adolescence and the access and permanence in EJA. In order to contribute to research related to Youth and Adult Education, three teachers and three EJA students from a city in the State of São Paulo were interviewed. To achieve the objective of the analysis, the work was based mainly on the writings of Arroyo (1999, 2001, 2005 and 2017), Cury (2000, 2006) and Paulo Freire (1967, 1968, 1996). From the audio of the interviews, notes taken in a field notebook and reading for the theoretical basis of authors who lecture on the subject of this TCC, it was possible to understand that not only does school culture contribute to students dropping out of school in childhood and adolescence , but several factors in each person's personal life are also major obstacles to the continuity of studies, economic and social issues of families were themes of greater presence in the interviews. The students interviewed showed interest in continuing with their studies after their training in Youth and Adult Education, pointing to the need for educational policies for access and permanence in High School, Professional Education and Higher Education.
I present here research results for the Completion Work of the Pedagogy Course at the Federal University of São Paulo - School of Philosophy, Letters and Human Sciences, which aims to identify and understand the relationship between troubled school trajectories in childhood and adolescence and the access and permanence in EJA. In order to contribute to research related to Youth and Adult Education, three teachers and three EJA students from a city in the State of São Paulo were interviewed. To achieve the objective of the analysis, the work was based mainly on the writings of Arroyo (1999, 2001, 2005 and 2017), Cury (2000, 2006) and Paulo Freire (1967, 1968, 1996). From the audio of the interviews, notes taken in a field notebook and reading for the theoretical basis of authors who lecture on the subject of this TCC, it was possible to understand that not only does school culture contribute to students dropping out of school in childhood and adolescence , but several factors in each person's personal life are also major obstacles to the continuity of studies, economic and social issues of families were themes of greater presence in the interviews. The students interviewed showed interest in continuing with their studies after their training in Youth and Adult Education, pointing to the need for educational policies for access and permanence in High School, Professional Education and Higher Education.