Memórias do Proeja: motivações e desafios para o êxito dos estudantes nos cursos do Proeja integrado no câmpus Laranjal do Jari

Abstract

School dropout has become a concerning factor, being considered the main issue found in the education of young people and adults aged 14 to 29. According to the 2022 Continuous PNAD by IBGE, lack of interest, the need to work, and early pregnancy are among the main causes of school abandonment in the National Education Network, resulting in high illiteracy rates, especially among elderly people, and Black and Brown populations. In this context, the purpose of this research was to recover the memories of persistence and success in the PROEJA technical courses (IFAP) at the Laranjal do Jari Campus, based on the recollections of students, institutional databases, and publicly available online data platforms, covering the period from 2017 to 2024. The study aimed to analyze how PROEJA’s indicators approximate or diverge from the national reality presented in the 2022 Continuous PNAD, as well as the memories shared by currently enrolled and former students within the defined time frame. A case study was conducted, using qualitative and quantitative data gathered through documentary and bibliographic research, as well as questionnaires and interviews. Normative PROEJA (IFAP) documents were also examined. The research instrument included open and closed questions based on the questionnaire used by IBGE in the national survey. Based on the findings, the educational product will be a website featuring the memories and testimonies of PROEJA–IFAP students and graduates who successfully completed high school, leaving records intended to inspire other students to reach completion. The responses were predominantly from female participants (68.6%), mostly aged 20 to 24 years (42.9%), with 80% self-identifying as Brown. A total of 97.1% reported being aware of the institutional financial assistance programs, and 70.6% of those receiving aid considered it sufficient. Among the challenges to staying in the program are access to the institute for those who do not receive financial support, the lack of childcare options, and the fatigue caused by spending four hours in evening classes, often without having dinner. The main suggestions include the need for in-person motivational activities, offering evening meals to students, psychological support services, and the implementation of a daycare center for mothers to bring their children.