O impacto da baixa frequência em meio ao processo de alfabetização da educação de jovens e adultos

Abstract

This paper addresses the challenges faced in the literacy process of Youth and Adult Education (EJA) amid the issue of low student attendance in Marí-PB. The research aimed to identify the low attendance and understand the teaching methodological strategies used, as well as the alternatives employed in the students' literacy process. The overall objective of the research was to analyze the impact of low attendance on the initial schooling process in Youth and Adult Education. The methodological approach is qualitative and documentary, through which we used an instrument to analyze attendance via class diaries. Additionally, we conducted semi-structured interviews with the teachers of the studied classes and school administrators from the municipal education network.Thus, the data and information presented and analyzed come from the context of the two municipal schools involved in the research, aiming to understand how teachers deal with absenteeism in addressing the literacy process. The theoretical framework includes authors such as Gerhardt and Silveira (2009), Neto (1994), Freire (1996, 2001), Arroyo (2005), Haddad and Di Pierro (2000), and UNESCO (1997/2004), among others. The results highlight the low attendance of some students in the studied classes, which allowed us to identify some strategies adopted, namely: active search and pedagogical incentives to encourage them to maintain regular attendance. It is concluded that low attendance exists and that there are ways to combat it, but greater attention from guardians and effective intersectoral public policies are required to guarantee both access and conditions for remaining in adult education (EJA).