Estudo sobre persistência e evasão escolar em EJA no nordeste, Castanhal-PA: análise e proposições

Abstract

Youth and adult education is a specific genre in the basic education, which is aimed to the inclusion of a group of people who were away from the educational process during their childhood or adolescence. Thinking about this thematic a study was designed and named “Persistency and school dropout in the EJA (Youth and Adult Education) in the northeast, Castanhal-PA: analysis and propositions”. With it, it was tried to identify factors which contribute for persistency and dropout of these social actors enrolled in the basic teaching in the EJA modality, in the northeast of Pará, in three municipal schools situated in far neighborhoods, which are formed by student from rural areas. The research was made with students, teachers, principals and specialists in education. We started from the hypothesis that the use of the DTICs (Digital Technologies of Information and Communication) and varied methodologies in context at school which offers the EJA tend to decrease school evasion. The theoretical contribution of this study anchored in authors like Arroyo, Bordieu, Freire, Patto and Fazenda, who talk about the actors inserted in various social contexts which are fundamental to resignify human relations, fair and solidary, and Fernandes, Pires, Ramos and Seruffo, who have “designed” a pedagogical practice in the amazon context of the EJA social actors, emphasizing student’s otherness glimpsing social and teaching work in the dynamics of the institutions. The data were acquired by means of quantitative and qualitative research, selected and analyzed, displaying which school presents the highest evasion and/or school persistency indexes. Rede Bayesiana was used while computer intelligence strategy, by which variables are verified which can be taken into consideration to identify successfully the reasons of evasion and/or school persistency of the EJA students in Castanhal-PA. The reached results show factors, which most contribute for the dropout of these actors of EJA at school, like “low grades”, “lack of interest”, “disease” or “work” matters, like the distribution of frequency of the profile of evaluated students, among others. It was noted, also, that the use of different methodologies in an interdisciplinary perspective and the use of the DTICs in the classrooms tend to decrease school dropout, increasing the persistency of students, enabling the conclusion of the studies in the basic education and, thereby, providing them reading and writing development, the ability to solve problem situation and the search for professional qualification and social insertion.