Perfil dos alunos da Educação de Jovens e Adultos nas instituições de ensino de Anápolis – GO

Abstract

outh and Adult Education (EJA) is an educational modality aimed at individuals who did not complete basic education at the regular age, being marked by school trajectories interrupted by multiple factors. It therefore represents a fundamental educational pathway for addressing historical and social inequalities within the Brazilian educational context. This study aims to analyze the profile of EJA students in the municipality of Anápolis, Goiás, and to understand how the return to schooling relates to processes of emancipation, social recognition, and self-esteem enhancement. A mixed-methods approach was adopted, combining a literature review and field research. The qualitative stage consisted of the analysis of theoretical studies on EJA, its subjects, and the causes of school dropout. The quantitative stage involved the application of questionnaires with open- and closed-ended questions to high school students enrolled in EJA programs in three public institutions in the city. The results indicate that age and gender significantly influence educational trajectories, motivations for returning to school, and experiences of prejudice and social devaluation. Older students tend to present longer periods of school interruption and more frequent experiences of discrimination, while women’s trajectories are strongly shaped by family responsibilities. It is concluded that EJA plays a fundamental role in resuming formal education, impacting the reconstruction of students’ self-esteem through social recognition, the expansion of opportunities, and the improvement of living conditions.