Fatores emocionais que contribuem para a evasão escolar na educação de jovens e adultos

Abstract

Youth and adult education - EJA is an educational modality intended exclusively for people who have not had access or who have not been able to complete primary and secondary education at the regular age. Currently the Education of young people and adults is offered by the Secretariats of Education of the State or of the Municipality for young people from the 15 years of age, being a mechanism of great importance for the inclusion of more qualified young people and adults in the labor market , as well as to reduce levels of illiteracy and low levels of schooling in the country. However, there are several challenges that still need to be overcome in order to implement the EJA, among which it is possible to highlight school dropouts. The present study had as general objective to know some emotional factors that contribute to the school dropout process in the EJA. Specifically, we sought to contextualize the profile of students seeking the EJA in the city of João Pessoa - PB, to identify the reasons that lead students to opt for inclusion in the teaching modality, to describe the reasons that lead them to abandon their studies , and to correlate this perspective with the theme of emotional education. For that, a research was carried out with 5 students evaded of this modality, offered by a public school of the municipality of João Pessoa - PB. It was a descriptive, exploratory and qualitative approach. Data were collected between September and October of 2018 through a semistructured interview, correlating the responses obtained with the researched literature. The results showed that school dropout in EJA is characteristic and predominant, not only in contexts that involve economic or social factors, but are strongly associated with the emotional state of the subject. According to the interviewees, the main reasons that led them to abandonment were fatigue due to daytime work, the need to take care of their children, the lack of economic conditions to continue attending classes and poor conditions in school structure and quality of teaching. It was also possible to observe that the main emotional factors mentioned were: low self-esteem, frustration, lack of perspective regarding studies, feeling of impotence and lack of emotional balance in the face of difficulties encountered along the way.