O acolhimento escolar dos estudante da Educação de Jovens e Adultos em situação de vulnerabilidade territorial em Cascavel-CE

Abstract

The purpose of this work is to analyze school reception strategies for Youth and Adult Education students in situations of territorial vulnerability in Cascavel-Ce. Its theoretical deepening was mainly centered on the studies of Freire (1967, 1987, 1996, 1997, 2001, 2003), Barcelos (2005,2010,2014) and Marx (2013), authors who have significant contributions to Youth Education and Adults, as well as for understanding the concept of education and work. Documents and legislation that regulate the functioning of the modality were also used, such as the Law of Guidelines and Bases of Education - LDB (9,394/1996), the National Education Council, the Chamber of Basic Education - CNE/CEB (2008) , the National Common Curricular Base - BNCC (2019) and the National Curricular Guidelines - DCNS of EJA (2000). With this aim, we opted for qualitative research, with a descriptive nature for the construction of data, with semi-structured interviews. We chose three public schools in Cascavel, which were within the social perimeter of territorial vulnerability, we interviewed 4 educators and 3 members of the management group, with the aim of understanding their conceptions about the inseparable concepts of welcoming and educating. The results showed that, on the part of the teachers, school reception is fundamental for students of the modality and that the exercise of practices that promote affection and education in communion positively affects the educational development of their students. On the part of the management group, it became clear that the school has an essential role when it comes to supporting its students and understanding the environment in which they are located as the basis for their actions. In addition to this observation arising from the participants' speech, much still needs to be developed so that affection and education are considered inherent to each other. A good indication of this perspective is the strengthening of an initial and continued training policy (critical/reflective) not only for EJA teachers, but for all educators.