Histórias de vida de egressas da EJA na licenciatura em Ciências Biológicas do IFG Câmpus Águas Lindas de Goiás

Abstract

This work stems from a discussion about the role of Federal Institutes of Education, Science, and Technology (IFs) as inclusive and democratic public institutions, structured around integrated education and the principles of territoriality and verticalization. Understanding this second principle as the opportunity to elevate education by having basic and higher education within a technological axis in the same institution, the research focuses on how verticalization has occurred between two courses offered by the Águas Lindas Campus of the Federal Institute of Goiás (IFG): the integrated Nursing technical course integrated to high school education in the Youth and Adult Education (EJA) modality and the Biological Sciences Teaching Degree. The methodology employed involved the construction and interpretation of autobiographical narratives with a group of six students who experienced both courses, including the author of this research. The autobiographical narratives focused on three important moments: 1) Childhood and leaving regular basic education, which brought forth reflections on the clash between childhood dreams and the vectors of exclusion and dropout that pushed us away from school, especially social vulnerabilities, violence, lack of opportunities, and sexism; 2) The return to education through enrollment in the Nursing technical course, highlighting the importance of EJA and Technological Professional Education (EPT) within IFs as public policies that promote financial and subjective autonomy; 3) The transition to the Biological Sciences teaching degree program, which highlights the need for the consolidation of an identity for IFs' teaching degrees that surpasses the elitist and ageist logic of graduation programs, opening up space for a culture of diversity and plurality in the construction of teaching knowledge.