Oferta e evasão na educação de jovens e adultos (eja) em Laranjal do Jari, Amapá de 2020 a 2024: os impactos das metodologias no ensino de ciências

Abstract

This article analyzed the supply and dropout rates of EJA in two schools in Laranjal do Jari, Amapá, from 2020 to 2024. Additionally, the impacts of the science teaching methodologies used were also analyzed and how they can influence dropout rates. Using a mixed approach, a bibliographical research was carried out to examine national and regional legislation regarding EJA, and a documentary analysis of dropout data from the municipal Education Department, as well as an investigation of the science teaching plans of teachers of this modality in schools. It was found that Amapá is the penultimate state with the lowest number of EJA enrollments in Brazil. In the schools of Laranjal do Jari, there was a decrease in the supply of EJA in the period from 2020 to 2024, in addition to an increase in dropout rates. Furthermore, a predominance of expository, dialogic classes with low methodological diversity was analyzed, which may contribute to disinterest and school dropout. The study highlights the need for interactive pedagogical strategies, teacher training and improved infrastructure to reduce dropout and promote continued studies. The low enrollment in EJA in Amapá indicates the need for measures to ensure the community's presence in school.