As mediações do direito à educação básica e profissional na rede federal : inserção e permanência no curso PROEJA de Edificações do IFES-Campus Vitória 2010-2014

• Ano de defesa: 2017
• Autor(a) principal: Nunes, Reginaldo Flexa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Permanence; Mediation; EJA e PROEJA; Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos (Brasil); Educação de jovens e adultos; Evasão escolar; Mediação - Educação; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/8608

The present research is located at the confluence of the fields of Youth and Adult Education and of Work and Education, and has as object of study the Proeja Course of Buildings of the Ifes campus Vitória in the period from 2010 to 2014. The purpose of this work is to problematize the school stay of the Proeja subjects in the perspective of dialectical historical materialism. The methodological approach consisted of a qualitative approach organized from semi-structured interviews with the subjects of the EJA, but also approached quantitative aspects of Proeja's supply informed by documentary sources. From the point of view of the evolution of enrollments, Proeja has undergone a process of emptying and non-consolidation as Vitorette (2014) affirms, which indicates that this policy has been deprecated in function of others such as PRONATEC. We consider Proeja a public policy that is inserted in the context of social struggles where insertion and school permanence are manifested as resistance of the working class. In this process, socioeconomic and educational-cultural mediations present themselves as complex fields of conflicting interests that, despite the difficulties, allow the subjects of the EJA to remain in the educational institution. Student assistance represented an important element of mediation when acting in the care of the student. The teacher-student relationship in spite of the conflicts is being constituted in the dialogue, allowing the overcoming of a rigid hierarchy and making possible the teaching-learning process. The family, the life experience and the school trajectory of this public in the return to the school showed themselves to be potential elements of the school permanence, since they were in forces of overcoming. As a class conciliatory policy, Proeja suffers the structural limit of the capitalist system, where one can even attain political emancipation, but this does not mean achieving human emancipation.