Práticas e projetos de estímulo à permanência de estudantes da Educação de Jovens e Adultos - EJA em uma escola pública de Fortaleza – CE: limites e possibilidades

Abstract

The schools in which Youth and Adult Education (EJA) take place present historical challenges, as in the case of the dropout of a public that previously presented the need to interrupt their studies for numerous reasons, many of these caused by social and economic issues. Taking this situation into consideration, the research aims to investigate the practices and projects that aim to contribute to the retention and completion of these students' studies. This work also presents the personal motivation of analyzing the student trajectory of my mother, a student at the school researched and in this sense, aiming, in general, to examine curricular and extracurricular strategies presented by a Reference Center for Education for Youth and Adults in the Municipality of Fortaleza-CE, within the limits and possibilities of this institution. The research has a descriptive approach, applying individual semi-structured interviews to obtain data (1 Coordinator, 4 teachers, 2 students, and 1 former student), in addition to participant observation and document analysis. It contains, in its theoretical basis, the historical overview of the emergence and implementation of EJA in Brazil also based on legislation, with emphasis on the pedagogical work carried out in schools for the permanence of these students, as well as the construction and fulfillment of the PPP as the identity document of the school, in addition to the relationship between retention and dropout based on data exposure and national education guidelines. The analysis of the results reveals that the researched school presents factors that facilitate and encourage the students' student journey: opening hours, easy access and flexibility of school hours, monitoring and monitoring of students through forms, and frequency. It also has the presence of a team dedicated to contacting those who are absent, the operation of workshops to assist students in their process of learning the mathematical subject, and the frequent holding of lectures by former students and teachers of motivational, among others. Furthermore, it was also observed through the PPP and interviews that many projects, courses, and artistic activities were discontinued in the transition from one administration to another. The school has objectives, and limitations, that needs to be highlighted in the PPP that affect the quality of services, physical structure, and academic conditions to support the student.