Educação de Jovens e Adultos (EJA): o dia a dia dos educandos de uma escola municipal de Bacabal - MA

Abstract

This article aims to analyze and understand the daily lives of students in Youth and Adult Education (EJA) and to point out the contradictions and challenges of this type of education. Many of these students face difficulties in entering or staying in school due to a lack of incentives to take the first steps towards literacy, where this entire process requires willingness and focus. Although the challenges may be numerous, there are those who seek not only to learn to read and write, but also to understand their rights and the laws that govern the country. Thus, EJA helps men and women achieve possible improvements in their lives in an honest way without distinction, completing the important stages of education and, in many cases, giving them the opportunity to continue their school life. The research was conducted in a municipal school in the city of Bacabal/MA. The main objective is to analyze, through pedagogical practices, the daily lives of students and the social role of EJA in combating social inequalities. To this end, we interviewed former students of this modality, in order to verify to what extent education, and in this case, the EJA teaching modality, contributes to a possible personal and social change. To carry out this study, we based ourselves on some theorists, such as: Paulo Freire, Moacir Gadotti, Pablo Gentili and Jordi Estivill. We concluded that it is not enough to simply guarantee enrollment for individuals or to include them in school. It is necessary to create conditions for the students to remain, since inclusion is not limited to the act of inclusion, but to provide continuous assistance in the full development of the learner.