A baixa permanência discente no ensino médio de um centro de jovens e adultos no interior do Ceará: um estudo de caso na EJA semipresencial

Abstract

This research was developed under the Professional Master Degree in Management and Evaluation of Public Education (PPGP) of Public Policy Center and Education Evaluation at Federal University of Juiz de Fora (CAEd/UFJF). The research aimed to investigate the factors that interfere in the permanence of the students in a Youth and Adult Education Center (CEJA) in a blended format, located in the interior of Ceará. The research started with a document analysis in search of evidence of the low permanence of CEJA students, which has been found 42.4% of them registered in 2019 got away the school in the same year, some of them without completing any module of the subjects. Afterwards a field research was carried out, having as instrument of data collection the questionnaire addressed to students and teachers, and the semi-structured interview addressed to the school manager. Based on the research date, have been made a characterization of the socioeconomic profile of the students, and the extracurricular and interschool factors that most interfere with the permanence of students in the Youth and Adults Education Center researched were identified. Among the extraschool factors were lack of time to study, the distance from their home to CEJA, tiredness resulting from work and personal reasons such marriage and children. The most cited interschool factors were: the welcome received by the student and their school support, the teaching material and the methodology used by teachers and their continuing education to work in the EJA modality, in addition to the learning difficulty of the students and failure in evaluation of CEJA. With the researched data, an Educational Action Plan was elaborated, with intervention that seek improvement in the reception and motivation of the students, school monitoring, the evaluation process and the students´ learning difficulty, and the teachers´ training for the use of the methodology that bring the taught contents closer to the students´ experiences, among others that may contribute to a greater identification of the students with the school, helping the school management to minimize negative factors to the school permanence of its students.