Casos pouco prováveis: trajetórias ininterruptas de estudantes da EJA no ensino fundamental

Abstract

This research aimed to identify, describe and analyze cases of uninterrupted educational trajectories of EJA's students in elementary education (1st to 8th grade). To this end, we sought to answer the following questions: what subjects young people, adults and / or are elderly do to overcome the obstacles of everyday life, intra-and extracurricular, staying in school? What relation these / the students / the set / established with the knowledge and the school? The questioning took place around three basic concepts: Sociology of Everyday Life (CERTEAU, 1994; HELLER, 2004; LEFEBVRE, 1991, PAIS, 2003), Knowledge and Relationship with School (CHARLOT, 2005, 2000, 1996) and finally, the concept of strategy (BOURDIEU, 2007, 2004). The empirical data of this study were obtained through semi-structured interviews conducted with eight students graduating from the EJA, two males and six females, aged between 30 and 53 years. The analysis of interviews revealed that to stay in school, the subjects had to develop different strategies, such as changing work schedules to adapt to school time, ask for help from colleagues / children / as, among others. Also according to the data, the return and retention of these subjects on the school benches throughout elementary school can be justified for two reasons: the extension of the possibility of climbing a job more economically profitable as well as the chance to perform almost lost dreams, like going into higher education. Another factor highlighted in the narrative concerns the relations established within the school. For many around the experiences of sociability - the friendships, the meetings, the relaxation - were important elements to remain in school and thus perform uninterrupted trajectories school in elementary school.