EJA em Bielândia/TO: processos de individuação do aluno inserido nessa modalidade de ensino.

Abstract

This work analyzes Youth and Adult Education (EJA), in the district of Bielândia / Tocantins, in view of a field research carried out at a state school in this district. Our interest has been limited to how the students in the 3rd segment of EJA of the focused school subjectives (that is, individualizes) their status as a student in this segment of education. Following Paulo Freire‟s conception (1981), it is to look at the four students who participated in the research, conceiving them from a historicity that marks the field of social. They are socio-historically and ideologically constituted, so that, in being led to enunciate, traces of the constitution are likely to be triggered. In theoretical-methodological terms, we constructed a method that would allow us to give voice to the students; listening to them is relevant as we perceive the life story producing relevant conceptions about themselves. Through a questionnaire, adapted from the National Exam for Certification of Competence of Young and Adult (ENCCEJA), we seek to characterize the class in which these students are inserted. To do so, we tabulated the information that was collected and organized in the form of graphs and tables, drawing a certain profile of the class, based on sociodemographic and cultural variables. Historicity was based on variables such as: " father‟s and mother‟s formal instruction", "school year in which they left the regular school", among others. After this characterization, opening horizons for a more punctual and more detailed listening, we conducted an interview, with a semistructured script, focusing on 04 students who volunteered to give us the interview. After transcribing the audios of interlocution, we carried out our analyzes and problematizations, taking as a starting point the discursive cuts (DR). These cutouts created the conditions for (1) description and (2) interpretation of RD, not losing sight of our research question: How did the students interviewed subjectify their status as an EJA student in Bielândia / TO? The analysis shows that their return to school is very much in function of the discursivity that the school makes possible a better insertion, especially a permanence in the job market. In this sense, drawing a certain profile, based on the variables we dimensioned, helps us to understand the socio-historical injunctions of Bielandia / TO and how they are individuating these students in the condition of those who need to deal with a social vulnerability. From their perspective, the school ends up being a socially possible institution to make certain historical repairs, namely: the abandonment of school and the resolution of the problems that they experience in their local daily life, which is also a reflection of the national situation.