As relações entre desempenho escolar e o perfil socioeconômico de estudantes da EJA em uma escola estadual de Anápolis-GO

Abstract

This article aims to analyze the relationship between school performance and the socioeconomic profile of students from EJA (Youth and Adult Education) of a state school in Anápolis-GO. It is a qualitative / quantitative study, with an analytical and descriptive basis. It seeks, in general lines, to understand the existing relationships between the cultural, economic and school context of EJA students, formulating, in addition, ideas and concepts about what this teaching modality would be, based on the specific legislation and on some authors of the EJA. area such as Bourdieu and Passeron (1975), Dubet (2004 and 2013), Freire (1987) and Seabra (2009). In this way, we aim to analyze how social inequalities permeate the trajectory of EJA students, interfering in their performance and culminating in processes of school exclusion. Finally, we will verify the influence of the students' cultural capital in the delimitation of their income and in the appropriation of knowledge in regular high school. It is concluded that EJA students experience mechanisms of exclusion, dropout, dropout and school failure integrated with economic, social and ethnic-racial factors, which culminate in educational inequalities that affect their school performance, as well as the possibilities of access to knowledge