Da retenção escolar à evasão nas turmas da EJA: o olhar juvenil sobre suas trajetórias escolares

Abstract

This study searched to know the young’s opinions of the Education of Youth and Adults (EJA) about their school experiences. The proposition understands that the phenomenon of school retention produces the dropout, unlike the young who returns to the schooling process after the age of majority, from the practices of failure school. We know that the problem of access and permanence is still challenges that needs to be overcome. The empirical research is qualitative-quantitative (GIL, 2002). This is a bibliographical and documentary research was done in the public school in Cabedelo-PB. The individual file and the class diaries were analyzed the years of 2017 and 2018, interviews with a semi-structured instrument with five young enrolled in cycles III and IV of the EJA. The organization and processing of data are based on content analysis (BARDIN, 1977). The results indicate that the youngs go to the EJA classes, or they are "obliged" by the education system itself, as opposed to the production of school retention and dropout promoted by the school, as we observed in the research. Added to this, other negative effects are related to their lack of adaptation in heterogeneous groups, due to the difference of age in the same classroom. The issue of prejudice is also observed in juvenile narratives from the perception of adults when they are “labeled of uncanny”. The absence of identity with regard to school spaces is also pointed out by the interviewees. The relationship between learning and teaching, there is inadequacy of these contents, which, consequently, have no relation with their daily life. In the composition of the classes, they claim that there is a difference in behavior/attitude and "rhythm" of learning in relation to adults and the elderly. In this context, these variables corroborate the exclusion process of the school in the EJA classes.