Evasão educacional no proeja: um estudo de caso no Instituto Federal de Educação, Ciência e Tecnologia do Amapá – campus Laranjal do Jarí

Abstract

This dissertation has Youth and Adult Education (EJA) as its theme. In this context, it has as object of study the evasion in the Program of Integration of the Professional Education to the High School in the Modality of Education of Youths and Adults (PROEJA), campus Laranjal do Jarí in the State of Amapá. In this sense, the following question-problem arises: What are the causes of evasion in PROEJA on the Laranjal do Jarí campus? In this way, this research hasthe general objective to analyze causes of evasion in PROEJA on the Laranjal do Jarí campus. Seeking to understand this process, it was necessary to elaborate three guided questions: (1) what is the socioeconomic profile of the student who dropped out? (2) What are the students' difficulties during the teaching-learning process in PROEJA? (3) What kind of student assis tance did the student receive to avoid dropping out? In this sense, it has the following specific objectives: (1) Identify the socioeconomic profile of the dropout student; (2) Understand the students' difficulties during the teaching-learning process in PROEJA and (3) Verify the type of student assistance that the student received to avoid dropout. In methodological terms, this research is configured as a case study with a qualitative-quantitative approach that uses the audience as a data collection instrument. In practical terms, it was necessary, in advance, a bibliographical research in articles, books, theses and dissertations to understand the singulari ties of evasion within EJA. This survey enabled the construction of the theoretical sections of this dissertation. A documentary research was also carried out that included studies in the ped agogical plans of the PROEJA Course (PPC) of the IFAP campus Laranjal do Jarí between 2017 and 2022. In the results of the research it was identified that 60% of the participants are male and 40% of the female who had been on average 11 years without studying. The results showed that the research participants had already dropped out of school before. Among the reasons for said abandonment, we found that 40% of the subjects were subject to study for work-related issues, 40% for pregnancy-related issues and 20% for lack of opportunity. Regarding the women who dropped out due to pregnancy-related issues, it should be noted that this did not in any way exclude the status of working and student women at the time. About the new evasion in PROEJA, 20% of the students pointed out that the cause of educational evasion was the distance between the campus and the student's residence, 20% explained that they evaded because they were dissatisfied with the course they were enrolled in, 20% highlighted that they evaded the course on account and maternity/paternity and most students, 40%, men tioned that the reason that led them to stop studying was the difficulty in reconciling work with 10 studies at PROEJA. When asked how the IFAP could help the students to return to their studies, 20% of the subjects answered that the parents of the IFAP could have more empathy with the students. Originally, the educational product was elaborated from the research that aiming to combat only the aspects related to the teaching-learning process of the dropout student, how ever, with the inclusion of the empathy category among the results, it became necessary to train the educational product, highlighting also the importance of teacher empathy in the teaching learning process in PROEJA. Thus, it is concluded that educational evasion within the scope of PROEJA needs to be understood from a dialectical analysis that considers not only the student's educational context, but all their social relationships that permeate their life stories and their respective relationships with the world from work.