Jovens adolescentes negros e periféricos do ensino fundamental “transferidos” para EJA: um estudo de caso de uma escola da rede estadual de ensino de Belo Horizonte

Abstract

The purpose of this work is to understand, through a case study, the life story of young teenagers, girls, and boys, aged 15 to 17, forced to transfer from daytime Elementary School to the Youth and Adults Education modality at night, having to move from their territory to another space, far from their contexts and social relationships and the conditions imposed by teenage pregnancy in the process of two young students of Elementary School, who do not have the presence of daycare centers nearby of their residences. The cases analyzed resulted in school dropout, which is one of the main challenges of sequential teaching and the EJA modality. The methodology used was the case study, with the following instruments: semi-structured interview, document analysis, bibliographical research and participant observation. The collected data and its analysis in the light of the reference theoretical, formed the basis for the intervention plan. Finally, it was possible to verify that such transfer meant the intensification of the risk situation and social vulnerability of the public in question.