Análise da percepção de inclusão dos idosos no ensino de jovens e adultos (EJA)

Abstract

Schools in the course of its history, was characterized by elitist view of education, where schooling is the privilege of a group – an exclusion that was legitimized in educational policies and practices of the social order. With the education democratization process, the paradox inclusion/exclusion is highlighted, when education systems universalize access, but continue to exclude groups and individuals considered outside the normal school standards, and between these groups, there are the elderly people, mainly characterized by difficulties they are to adapt to a new reality, due to standardization of the educational system. So, this is the focus of this study: the inclusion of older people in the classroom in the teaching mode EJA, and aims to analyze, characterize and describe the perception that these older students have with their own inclusion, classmates and teachers, in this teaching mode. This article is an descriptive, exploratory, and qualitative study, accomplished with 10 participants. Data were collected through individuals recorded, transcribed, and subjected to content analysis interviews. The education of the elderly and their inclusion in Youth and Adult Education (EJA) is surely, a challenge, since recent surveys conducted by the CENSUS 2010 (IBGE) point a percentage of elderly people who still can’t read or write, getting, like this, the margins of society. The study is aimed to identify the real needs of this group, if they feel fully included and how they perceive themselves in the process. In this context, we observed the levels of satisfaction of elderly, expressed in relation to their own perception of inclusion, and what were the difficulties they showed more, in its path to acquiring new knowledge in this second stage of their lives.