A elevação da escolaridade para os(as) egressos(as) do Curso Técnico Integrado ao Ensino Médio em Refrigeração e Climatização na modalidade EJA do IFG – Câmpus Senador Canedo

Abstract

This research was developed in the Postgraduate Program in Professional and Technological Education (ProfEPT) and aimed to analyze the consequences of the increase in education in the lives of graduates of the Integrated Technical Course in High School in Refrigeration and Air Conditioning in the EJA modality of the IFG - Campus Senador Canedo. As specific objectives we seek to: identify the socioeconomic and educational profile of graduates; analyze what conditions enabled these subjects to remain and succeed in the course and analyze how the increase in education contributed to their professional activity, in addition to developing an educational product in the format of a video testimonial recording the perceptions of the research subjects about your trajectory. With a qualitative and applied approach, semi-structured interviews were used as a data collection technique, as well as documentary and bibliographic analysis. The investigation of educational policy for young people and adults, with an emphasis on EJA-EPT (PROEJA), relied on the theoretical foundation of the authors: Moura (2007), Moura, Lima Filho e Silva (2015), Oliveira (2003), Ciavatta (2005), Frigotto (2007), Ramos (2008), Saviani (2007), Machado (2016), Costa e Machado (2017), Arroyo (2017), Haddad e Di Pierro (2000), Castro (2016), Faria and Moura (2015), Silva and Jorge (2018), Costa, Brasileiro and Miranda (2021), Santos (2022) and Rangel (2023). During the research, the protagonism of the graduates was emphasized, with the production of an Educational Product (EP) in the video-testimonial format, entitled Me, my story and EJA, which included the recording of their perceptions about the consequences of increasing their educational level on their life trajectory, on their personal, professional and socioeconomic development. It was revealed that the students felt welcomed and belonged to the institution, but a training deficiency was pointed out due to factors such as inadequate infrastructure conditions related to political-economic issues in the historical path of the creation of the Campus (2014-2023), and difficulties in the period of ERE (Emergency Remote Education) during the health crisis of the Covid-19 pandemic. Thus, aspects that contributed to and hindered the permanence and completion of the course were identified, with categories of analysis related to both the students and the institution being assigned. It was also evident that, in principle, returning to school is related to the search for schooling and professional training to acquire a job. However, other meanings and meanings emerge, such as the search for knowledge; the desire to continue higher education; socializing with teachers and colleagues; the valorization of the school; the possibility of professional advancement. In this context, governments, school management and educators have an important pedagogical-ethical-political role to offer adequate conditions so that young people and adults can remain and complete their studies successfully, however, the implementation of a public policy that promotes the increase in education through the universalization of quality basic education, it is permeated by other interconnected social policies.