Avaliação de políticas públicas educacionais: um estudo sobre a exclusão escolar no Centro de Educação de Jovens e Adultos de Maracanaú - CEJAM

Abstract

The present study investigated the relationship between the phenomenon of school exclusion and the EJA modality, at the Youth and Adult Education Center of Maracanaú – CEJAM. The central problem of the research was: Education, a right of all and a duty of the State, aimed at those who did not have access to or continued studies in primary and secondary education at the appropriate age, needs to be analyzed and evaluated as Public Policies. The study was based on theorists such as Arroyo (2001, 2006, 2011); Di Pierro (2004, 2005, 2023); Freire (1967, 1979, 187, 1996); Haddad (2007) and Rodrigues (2008). The general objective of this research is to evaluate the experience of the Maracanaú Youth and Adult Education Center – CEJAM, analyzing the relationship between the phenomenon of school exclusion and the Youth and Adult Education modality. This was a research with a qualitative approach, of an investigative, exploratory, bibliographic and documentary nature, aggregated by quantitative data, characterized as a field research, within the scope of CEJAM de Maracanaú, having as subjects participating in the study, 2 members of the nucleus manager, 9 teachers and 16 students, due to their participation in the process of preparing the proposed proposal. Concerning the evaluation proposal, we opted for the counter-hegemonic perspective of In-Depth Evaluation (RODRIGUES, 2008. As a collection instrument, semi-structured interviews and questionnaires were used. Furthermore, documents related to the legislation that guides EJA's actions were analyzed. The data from the research and questionnaires were organized into topics, based on the list of aspects involving the theme and the subjects' statements, based on Content Analysis and In-Depth Assessment. In summary, the results indicate that the coverage. The EJA modality by public authorities has always been below the real needs, this situation has worsened recently, with the shrinking number of enrollments and the closure of schools that offer EJA courses, as this research also reports and denounces; external factors, such as social, cultural or economic issues, are the main causes that continue to drive students to school exclusion.