A evasão no PROEJA ministrado pelo Instituto Federal do Espírito Santo Campus Santa Teresa

Abstract

The objective of this research was to study dropout in the Course of PROEJA (National Program for Professional Integration with Basic Education in the Mode of Youth’s and Adult’s Education), which is offered by the Federal Institute of Espírito Santo Campus Santa Teresa. It is unquestionable that the dropout in Youth’s and Adult’s Education (EJA) has been considered of significance for social and educational commissions and has instigated discussions in various forums about the future of Brazilian education. After all, a great number of young people and adults who could not attend school at normal age have returned to educational institutions, but many of them end up quitting again. The dropout is one out of the many faces of social exclusion, as the students who have dropped out EJA see themselves excluded from and by the very same society which they should feel themselves part of and participants. By studying the development of Brazilian education history it is observed that since its genesis it has been marked by public actions, procedures and policies that resulted somehow in the process of exclusion that still occurs today with the apparent inequities to which young people are exposed; inequities determined by education, race, income, gender and work. A preliminary diagnosis of school performance in the ambit of the EJA shows that it is particularly disturbing especially the elected methodology and teaching practices for this kind of courses, which makes their readjustment imperative. It is noteworthy that the EJA has its peculiar identity recognized by what it aims to offer, in other words, professional development and raising the educational level of workers who have dropped out school. The possible relevance of these teaching tools will certainly arouse greater interest and ensure the permanence of these students in the classroom, and thus provide their growth, both personal and professional, as well as collaborate to overcome the prejudice about their learning ability. In this sense, once it is observed a significant dropout through documentary research in primary sources of the Federal Institute of Espírito Santo Campus Santa Teresa, questionnaires were elaborated and interviews were conducted with teachers and students who were enrolled, had graduated or had dropped out in order to characterize the Course of PROEJA offered by the institution and to identify the possible reasons for dropout in this type of education. The results indicated that there are several causes of dropout, however, some deserve to be underlined: the lack of identification with the professional expertise that has offered limited demand in the labor market, the unpreparedness of teachers to work in this type of education and the difficulties relating to accessibility especially regarding the lack of transportation. Finally, it is concluded that to change this context it becomes necessary to readjust the offering of the Course and make dynamic the pedagogical practice by redirecting the activities proposed for such courses. In addition to reviewing the proposed methodology, it is important to expand the horizons of the professionals involved in the process by providing a better idea about the real needs of students and the course.