Alfabetizandos/as na EJA: as razões da permanência nos estudos

Abstract

This master thesis was developed at an adult education literacy class located in a municipal school of Belo Horizonte and main goal was to understand possible factors internal to the educational process that could contribute to these students, young adults and the elderly remain in the study. To this end, the literature review was about permanence and interruption of studies of people from EJA and literacy practices. We develop a qualitative research and seek a class in which the number of students remained somewhat stable in the passage of a school year to another. We conduct classroom observations, semi-structured interviews with educators and learners, and analysis of documents that guide EJA in the city of Belo Horizonte. We conclude that it is not possible to separate internal and external factors to the classroom that can contribute to the permanence of students in studies from EJA. We found that the pedagogical action of the educator is apparently rooted in a practice of traditional features, with an emphasis on activities aimed at acquiring the skills of reading, writing and arithmetic, without, however, ignore the relational aspect of the public and the specificities of EJA. The matter of individual will and the labor factor of three students, and the pursuit of autonomy, already addressed in other studies, evidence gained from our analysis on factors that could motivate these students to remain in school. We therefore conclude that there may be a correlation between the educational process implemented in an adult education class and stay in school.