Adolescer na EJA: reflexões sobre o cotidiano, trajetórias, desafios e vivências escolares

• Autor(a) principal: Mendonça, Elisangela Ferreira dos Santos de
• Data de Publicação: 2021
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/17436
• topic: Youth and Adult Education; Youth; Everyday; EJA School; Educação de Jovens e Adultos; Cotidianos; Escola da EJA; Juventudes; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO

The present research entitled Adolescer na EJA starts from reflections made possible by my insertion as a teacher in classes of the final years of elementary school, in the Youth and Adult Education Program (PEJA) and in the experience with young-adolescents in situations of the so-called age-lag grade, whose school trajectories show irregular paths without the students being exposed to the absence of schooling. These students could be attending “regular” classes or, still, inserted in “accelerated learning” classes, but, for some reason, they enrolled in PEJA classes. When reflecting on the reasons that lead “young people, increasingly younger” (BRUNEL, 2014) to migrate to EJA, my main objective was to identify who are these young people aged between 15 and 17 years old who entered this teaching modality, and what circumstances led them to be or choose to migrate to it. The night school of EJA was my research field and it was through it that I obtained the basis to proceed with the data collection and the conduct of interviews, via social networks - due to the impossibility of face-to-face meetings due to the context of the coronavirus pandemic. I sought, based on theoretical references from the field, to find in the narratives of these young students primary sources of data for reflection on daily experiences, their forms of self-identification, their relationship with their living spaces and their school paths. Thus, he tried to understand the forms of interaction and integration of this group in evening teaching, as well as the framework of relationships that they bring from their other territories of coexistence and belonging. With that I was able to write and register, understanding, then, their school histories and trajectories in the PEJA of the city of Rio de Janeiro. Based on these systematized knowledge about 15 to 17 year olds, I conclude by indicating the need to formulate a minimum reception protocol and procedures to collect useful data, so that schools and teachers recognize and consider the demands, perceptions and needs of these young students, culminating in the development of future projects.