Educação de jovens e adultos (EJA) em Araguaína/TO: das narrativas de ensino e de aprendizagem produzidas pelos alunos.

Abstract

In this work, we approach the narratives of eight students of Youth and Adult Education (EJA), from two state public schools of Araguaína / Tocantins. From each school, we interviewed four students. They were led to state their life stories and conditions as students of EJA. We are starting from the perspective that there are common and particular socio-historical and ideological circumstances, producing them as subject. In order to use the theoretical terms of the French Discourse Analysis, with a pecheutian orientation, a conceptual framework to which we subscribe, it is a matter of thinking that the narratives allow the “individuation process of the subject” to be caught. There is a “context in the broad sense” (Cf. ORLANDI, 2014) that paradoxically produces these processes. It is paradoxical, for from the discursive point of view one context does not total in another; This is not a deterministic view. Thus, in this paper, we are guided by the following research question: How do the students of the EJA interviewed by us mean their condition as students in this teaching follow-up? We set the following general objective: to analyze and problematize the way that the students of EJA interviewed by us discursivate their condition in this segment of education, in order to think about the correlation between “social vulnerability” and “school vulnerability”. And we elaborated the following specific objectives: to draw a certain socioeconomic and cultural profile of the two classes of the state schools that we focus, trying to circumscribe the “context in a broad sense” in which the interviewed students are inserted; identify the main reasons why students interviewed dropped out of school and those that made them return to school; to analyze their relationship, in discursive terms, with the teachers who teach in EJA, and, consequently, with the way they learn. By applying a questionnaire, adapted from the National Examination for Certification of Youth and Adult Skills (ENCCEJA), we draw the sociodemographic and cultural profile of these two classes. To scale the narratives of the interviewed students, a script with discursive questions was elaborated. Through transcription, based on the notation loaned to the Urban Cultured Oral Standard Project (NURC), the audios were transcribed. From discursive clippings (RD), taken from the transcriptions, we composed our chapter of analysis.The analyzes show that, given the students' narratives, subject individuation processes that allow a correlation between social vulnerability and school vulnerability are found. The relationship of the students interviewed with the school is marked by a weakening of the bond, since they, although accessing the school, end up not staying in it.