O que pensam as alunas sobre o ciclo II da educação de jovens e adultos

Abstract

Youth and Adult Education is a human right for all, and stands as one of the social rights historically achieved. Equal access and retention still represent a challenge for low-income women, who seek, through public schools, a way to integrate into a society that is markedly unequal in terms of gender relations. In this regard, this Final paper aims to understand female students' perceptions of Cycle II of Youth and Adult Education (EJA) at a municipal school in Itapororoca, in the state of Paraíba, Brazil. In terms of methodology, this is a qualitative case study. Regarding data collection, four female students enrolled in an evening literacy class were interviewed based on a semi-structured questionnaire. The data analysis is structured around the perspective of content analysis. In relation to the results, some data indicate that the students come from rural areas and migrated to the city in search of better living conditions. Alongside this characteristic, another feature is common in the lives of these students: the absence of formal schooling and the interruption of their studies due to work and/or starting a family. In this sense, work and education become the challenges they face, and work was the strongest factor behind their decision not to attend school or continue their studies. One positive point we can highlight is the proximity of the classroom, even if improvised, to the students' residences. Another relates to the exchange of ideas with the teacher, who, paradoxically, is not the class conductor. Regarding school time, there are challenges between what was planned and what was actually done with the class. Another problem relates to the lack of data, especially data related to Youth and Adult Education. Lastly, we can say that, among the positive and negative aspects, there are still shortcomings that need to be overcome by the school. If these and other issues are properly addressed, it will be possible to guarantee the quality of education for EJA students through the fulfillment of their right to education and citizenship, especially for students from low-income backgrounds, and for schools to have a better understanding of the educational situation of young people, adults, and the elderly.