Da educação de jovens e adultos ao curso de licenciatura em pedagogia: trajetórias formativas em análise

Abstract

Youth and Adult Education covers a diverse audience, which is in this modality with different objectives, among them, the entry into Higher Education, which directs us to analyze and discuss the trajectory of these students in the Pedagogy course at the Federal University of Paraíba, campus João Pessoa. Thus, this Course Completion Work, in the form of a monograph, has the general objective of analyzing the process of insertion of students from EJA in Higher Education, as we also specifically intend to: characterize the subjects of EJA, understanding their school trajectory, identify the aspects that contributed to the access of EJA students to the university, to verify the challenges of permanence in Higher Education and to reflect on the role of the university in welcoming these subjects. The qualitative approach was chosen for the methodological process of this work, being used as a procedure the bibliographical research and the field research, the bibliographical one based on authors such as Arroyo (2017), Freire (2000, 2013), Reis and Muniz (2021 ), among others, and field research through data collection that was carried out from interviews under the audiorecording technique with 4 (four) students of Pedagogy and 1 (one) Egress, all coming from the Education of Young People and Adults for Higher Education, specifically in the Pedagogy course. As a result, it is possible to highlight that students coming from EJA have a very challenging school trajectory, even in Basic Education they need to reconcile studies with work and family. The interviewees highlight the importance of the school when referring to the motivation to seek Higher Education, in addition to this, the research showed that these students, when they arrive at the university, face different challenges that make their permanence difficult. Many of these difficulties are related both to reconciling different areas of life with studies, as well as problems in academic development. In this sense, the reception by the university for these subjects is still not satisfactory, considering that the way in which Higher Education is organized does not contemplate students from other modalities, such as EJA.