O adolescer da EJA: a inserção dos adolescentes que fracassam no ensino regular /The adolescer da EJA: the insertion of adolescents who failed in regular education

• Autor(a) principal: Gomes, Salatiel da Rocha
• Data de Publicação: 2016
• Outros Autores: Centurion, Diosnel
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Ensino em Revista
• Texto Completo: https://seer.ufu.br/index.php/emrevista/article/view/34464
• topic: Adolescentes; EJA; Escola; Fracasso escolar; Adolescents; EJA; School; School failure

The objective of the present study is to assess the perception of teachers, parents and students about the insertion of adolescents from regular education for the adult and youth education in terms of the benefits that this offset to the EJA can bring to the academic performance of these adolescents. We opted for the discussion of this problem by having a social and scientific relevance, because it discusses why early so this teenager is invited to go to the EJA, this approach still little explored in academia as Bank of dissertations and theses of Capes. Was a qualitative approach, using the techniques of structured interviews, questionnaires, participant observation and document analysis. The survey results show that many of the failures of these adolescents are school only in the student. It was evidenced that shyness, lack of interest and low concentration were the biggest problems, that led students to the school repetition and entry into the EJA. The survey also reports the very low income teens had on the EJA last year searched, which corroborates the idea that what is necessary is not to find a temporary alternative to this student, but enable effective and fruitful improvements in the management and practice of school work, in all disciplines. Is confirmed the hypothesis that teachers, parents and students believe that, going to the EJA, the teenager will have better academic performance, in addition to this mode of education contribute to the self-image of this adolescent, strengthening social aspects, as improvement in behavior and affective aspects, such as the student-student interaction and student-teacher.