Os (con)fins da evasão e do conhecimento técnico- científico em um curso técnico integrado em secretariado – EJA

Abstract

This study assumes that the consolidation of the provision of integrated technical courses for secondary education in the youth and adult education modality (EJA) is a fundamental public policy for realizing the right to education for working young people and adults. historically it has had social and educational boundaries for access and permanence in regular education. In this sense, the objective here is to analyze the factors that have contributed to the permanence of students in a technical course integrated in EJA Secretariat-modality of the Federal Institute of Education, Science and Technology of Goiás, Jataí, Goiás, as well as to investigate the relationship between the academic performance of students in the Natural Sciences subjects and the dropout of the course. To this end, a qualitative descriptive study was carried out using available course documents, as well as semi-open questionnaires applied to graduating, evaded students and teachers working in this type of teaching. In this sense, first, the historical, political and pedagogical aspects of the project of education of youth and working adults were synthesized in the perspective of an emancipatory formation; the issue of dropout in technical courses in the EJA modality, as well as their borders and limits (confines) with the technical-scientific knowledge. Subsequently, these same questions were analyzed based on the data from the questionnaires applied to the students who completed, evaded and teachers of the course. The analysis and discussion of the data show that: 1) the determining factors for students' dropout are predominantly external to the educational institution, with commitments to employment and family being the main actors; 2) difficulties with content and retention in nature science subjects have not motivated dropout; 3) Although mathematical content worries students, this discipline does not discourage students from staying in the institution; 4) the involvement of teachers with the course contributes to the permanence and academic success of students; 5) Although the aims of the formative project of the course and the expectations of the completion of high school and a technical course by the students motivated the entrance, the personal contingencies that emerge during the course confine the alternatives of permanence in the course; 6) Institutional work, at the time of the dissemination of selection processes, needs to be strengthened in places that have significant numbers of young people and adults who have not completed high school; 7) the students are not clear about the impact of an emancipatory formation, which guarantees the technical-scientific knowledge of high school and technical qualification, in the dimensions of their life and their (re) insertion in the world of work; 8) The teaching and learning process, when conducted in an affective and close way, contributes to the permanence and academic success of the students. In this sense, considering the theoretical and empirical data of this study, it was built during the investigation, a textual material containing pedagogical strategies for the permanence and success of students in EJA integrated to Vocational and Technological Education.