Os sentidos atribuídos às trajetórias de escolarização no PROEJA: encontros e desencontros dos sujeitos jovens e adultos com a escola

Abstract

The fundamental right to education plays a central role in the search for social justice and the integral development of individuals. Thus, it goes beyond guaranteeing access to school, but also implies promoting the conditions of permanence. In this sense, the present research aims to analyze the influence of the meanings attributed to education on the permanence and school dropout of PROEJA/IFMA students in São Luís - MA. To carry out a study on who these young and adult students of this modality of education are, what they expect from the school institution and what reflections they make about their reunion with the school through Proeja, we start from theoretical contributions of authors such as Arroyo (2017), Charlot (2000), Di Pierro (2001, 2010), Freire (2001; 2005), Frigotto (2005; 2012), Lahire (1997), Patto (2010), who address issues related to the specificities present in schooling in Youth and Adult Education focusing on the student's individual experience throughout this process. As for the methodology used, we opted for the qualitative approach based on the foundations and procedures of autobiographical research in education, recognizing it as the most pertinent when it comes to understanding phenomena from the subjective experience of the individual in the school universe. The narratives of the subjects who studied in Proeja, having left or completed the course, about their schooling trajectories, constitute the raw material of the work, contributing to the construction of the analyzes based on a dialogue in three dimensions: the speeches of the research subjects, the theoretical contributions and the interpretation of the researcher. Thus, by choosing the autobiographical narratives of six subjects who studied at Proeja at IFMA / São Luís - Monte Castelo - from 2012 to 2019, we approach the meanings they reveal about themselves and their relationship with the school universe, more precisely with their reunion with the school through this program. In this way, the narratives about the schooling trajectories revealed to us the importance of the support of teachers, family members and friends in order to constitute a positive sense about the school and, consequently, to remain in it obtaining school success. At the same time, the specificity of being a student-worker, together with the loneliness experienced in the school universe, contribute to the students' school failure because they have not found any form of support or any strategy that would make them experience school in a meaningful way and that would give them positive meanings about continuing their studies.