A evasão escolar na educação de jovens e adultos

Abstract

This study aimed to identify the causes of school dropout in Education of Young People and Adults (EJA, in Portuguese), seeking to understand the pedagogical factors that contribute to dropout rates in EJA and highlighting the importance of effective strategies to combat school dropout in this educational modality. The research follows a qualitative approach, based on a descriptive field study, using open-ended questionnaires as the data collection instrument, applied to four EJA teachers. The main authors referenced in this work include Arroyo (2000, 2005, 2008); Dias, Souza, and Ferreira (2023); Freire (1968, 1987, 1996); Gadotti (1995); Haddad and Di Pierro (2000); Oliveira and Nóbrega (2021); Rocha (2019); Saviani (2014); and Soares (2002), whose theoretical contributions are significant in EJA studies and served as the foundation for analyzing the data collected in the field research. The results of this study indicate several challenges faced by EJA students that directly affect their school retention. Lack of time, difficulties balancing work and study, and family responsibilities are recurring obstacles, in addition to the insecurity in commuting to and from school and the violence surrounding the school environment. Therefore, the study highlights the need for public policies and educational strategies that ensure the continued enrollment of EJA students, respecting their unique needs and providing a learning environment that supports their integral development.