Esse ambiente não é para todo mundo: as condições de inserção e de permanência de egressos/as da EJA no ensino superior público

Abstract

This study describes and analyzes, as its central objective, the extent of the insertion of Adult Education alumni in public Higher Education; specifically in 2 of the 24 Universidade do Estado da Bahia (UNEB) campuses. Our effort concentrates on the necessity of comprehendinghow each subject path was built, highlighting the constitutive elements that acted around the insertion in Higher Education and, especially, around the permanence of the students. The study was realized in the light of seven theoretical concepts, namely: Plural Actor (Lahire); Relationwith Knowledge in the School; Sense; Mobilization (Charlot) and Support (Martuccelli). The data were collected by means of narrative interviews, realized with eight people, three males and five females, from 24 to 48 years old, enrolled in four different teaching courses (History, Languages, Mathematics and Pedagogy) of UNEB campuses X and XVIII. At first, it is possible to affirm that the paths analyzed here, given their configurations, are distinct from the ones already presented, in general, by Sociology of Education. We can highlight, as discovered on the study, the role of secondary socialization, defended by Lahire, as a set of experiencespotentially important, since, with them it is possible to constitute, in this case, scholar provisions. The investigation points out that subjects usually come from places with scarcity of information about universities, mainly concerning the academic ground rules. However, it shows how, despite the weak educational capital previously acquired, the students have been appropriating strategies and supports to guarantee their permanence in the university. It is shown that the sense assigned to the process and, therefore the mobilization capacity around an objective, maximized the entrance and the permanence of these subjects in the courses in which they were enrolled. Furthermore, the data also state that the condition of Adult Education alumni do not make them inferior to the other students, as common view suggests