Resiliência escolar: análise sobre a influência dos tipos de motivação dos alunos adultos em processo de alfabetização na Educação de Jovens e Adultos (EJA)

Abstract

This study analyzes the dynamics of school resilience and the influence of intrinsic, extrinsic, and socio-affective motivational factors on the literacy process and permanence of young and adult students in Youth and Adult Education (EJA) at a public school in Bacabal–MA. The core research problem investigated how these different types of motivation boost resilience and how pedagogical practices can enhance this strength to mitigate dropout rates and ensure educational success. Methodologically, the study is characterized as exploratory and descriptive, utilizing a qualitative approach carried out through questionnaires and participant observation with the students. The results indicate that motivation in EJA is an articulated construction between the desire for personal improvement, the need for labor market insertion or ascension, and the strengthening of socio-affective bonds. It was found that student resilience acts as an engine of resistance against the structural barriers of adult life, such as exhausting work routines and biographical histories of school exclusion. The study concludes that humanized pedagogical practices, based on active listening, the validation of prior knowledge, and curriculum contextualization, are essential to convert external instrumental demands into a self-determined life project, reaffirming the school as a space for social justice, historical reparation, and active citizenship.