"Não é porque a gente não passa que não quer estudar!" juventudes na EJA: pronúncias e sentidos atribuídos à escola

• Ano de defesa: 2021
• Autor(a) principal: Souza, Ana Raquel de Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO
• Palavras-chave em Português: Juvenilização; Educação de jovens e adultos; Sentidos da escola
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/44813

This dissertation aims to identify the meanings attributed to school by young people between 15 and 17 years of age, enrolled in Youth and Adult Education at the Escola Municipal Erivan França, whose school trajectories are crossed by situations of school failure, which cause their "migration" to the modality, in a process that, at a single time, allows their permanence in school and deepens the phenomenon called juvenilization of EJA. The objective of the research was, based on reflective listening of their school trajectories, to understand the senses attributed by them to the knowledge provided by the school. In the process of investigation we relied on ethnographic qualitative research, carrying out direct observations at school, exploratory interviews, application of questionnaires and semi-structured interviews that allowed us to move between different places, looks and listens around the singularities of the interlocutors. As a theoretical contribution, we sought studies on the notion of meaning, in Augé (1999) and Vygotsky (2008), on the relationships with knowledge, from the reading of Charlot (1999, 2000), and on youth and juvenilization at EJA, in Dayrell (2003) and Arroyo (2017). Thus, we have delineated as far as possible an understanding about the youth universe at EJA, its senses and how they perceive themselves inserted in the modality, without ceasing, however, to consider their school and life trajectories. Despite the obviousness of the senses attributed, the school is unable to meet the expectations of the students to learn the skills they deem necessary and in line with their personal and social demands. They seek to obtain the diploma, they value scientific knowledge, they value knowledge that involves mastering skills in reading, writing, a foreign language, the use of technology, a profession, a way of expressing their art, their movement and their voice. They value learning to be in the world and with others, living together based on fundamental values such as respect, tolerance and education. They seek experiences that are part of their existence and that dialogue with their individual needs and their apparently impossible dreams. Our conclusions about the meanings attributed to school were guided by issues such as juvenilization and the role of school in EJA, school as a place of scientific knowledge and expectations for the future, relational learning, age-serial distortion and reproaches.