Os sentidos atribuídos ao trabalho pelos trabalhadores-estudantes da Educação de Jovens e Adultos - EJA

Abstract

This research deals with the meanings attributed to work by EJA workers-students. We carried out a research based on historical-dialectical materialism, as a method of investigation, seeking to apprehend our research object in its multiple determinations from the meanings attributed to the work by the EJA TEs. In order to understand the attribution of meanings, we seek to achieve the following specific objectives: to understand the work trajectories of EJA students; identify the relationship between school and work for students of Youth and Adult Education - EJA; to reaffirm Youth and Adult Education as an Education of the working class, a fundamental presupposition in the construction of an emancipatory education; to elaborate an informative instrument about the socioeconomic conditions of the EJA subjects, aiming to help in the pedagogical organization of the school, from the times and life paths of the groups that seek this type of teaching. To achieve the objectives of our work, we used in the construction of data the proposition of a semi-structured interview and the application of a questionnaire aimed at student workers enrolled in the 1st and 2nd segments of EJA in a public school in Santa Maria - DF. In the methodology for analyzing the interviews, we chose the proposal of significance cores formulated by Aguiar, Soares, Machado (2015) and Aguiar and Ozella (2013). This methodological resource made it possible to organize the speeches in order to apprehend the meanings attributed to work by the subjects of Youth and Adult Education in light of the Leontevian foundations in the dialectic between social significance and meanings. The synthesis of our analysis, based on the four significance cores, which constituted the explanatory categories in the attribution of meanings to work by the TEs, allowed us to infer that the construction of meanings is mediated by the centrality of work in the ways of living and surviving, therefore permeated by alienation processes within the scope of the capitalist mode of production. From the meanings, we also abstracted the social marks of the EJA subjects and how the conditions of reality in the pathways between work and school contributed to the processes of subjectivation of being a worker, in accordance with the social meanings valued from the capitalist sociability. We also observe how in the trajectories of living and surviving these subjects, meanings emerge that form them from the social experiences and knowledge learned at work. In this sense, we seek to bring the experiences and knowledge of work with a view to the ways of existing and resisting in the world, affirming the need to bring such knowledge to the training processes of these workers in close relationship with scientific and technological knowledge, seeking to break with a utilitarian education, that is, aimed at the immediate formation of the market.