Os sentidos do processo de escolarização na educação de jovens e adultos: saberes e experiências discentes e docentes.

Abstract

Na atualidade, tem se intensificado a disseminação da Educação de Jovens e Adultos como modalidade de escolarização destinada àqueles que não tiveram acesso ou continuidade de estudos no Ensino Fundamental e Médio na idade própria. Contudo, são diversas as críticas a tal modalidade, principalmente no tocante ao seu efetivo papel no processo ensino-aprendizagem. Nessa direção, muito se tem questionado a sua relevância real para alunos que muitas vezes sequer sabem ler e escrever. Com a pretensão de entender tal contexto, é que nesta pesquisa levantou-se o seguinte problema: Quais têm sido os sentidos do processo de escolarização para os adultos na EJA, e que saberes e experiências resultam de tal processo? Definiu-se como objetivo geral analisar os sentidos do processo de escolarização e os saberes e experiências decorrentes para os adultos na EJA. Especificamente buscou-se identificar procedimentos metodológicos que sustentam a relação ensino-aprendizagem no contexto selecionado, conhecer as motivações dos alunos para cursar a EJA e caracterizar experiências e os saberes constituídos no referido processo de escolarização. De abordagem qualitativa, com caráter descritivo-exploratório, no desenvolvimento metodológico da pesquisa foi realizada entrevista e aplicação de questionário, numa escola da Rede Pública Municipal do Município de Cabaceiras do Paraguaçu-Ba. Os sujeitos pesquisados foram alunos e professores da Educação de Jovens e Adultos do Ensino Fundamental e a amostra de estudo constituiu-se de 27 alunos e 04 professores. Aos alunos, que corresponderam a 50% de cada turma dos níveis I a IV, foram aplicados questionários com o intuito de apreender a significação das vivências na EJA. Os professores dos referidos alunos foram entrevistados com o interesse de conhecer suas percepções sobre esta modalidade de ensino. Os resultados revelaram que os sentidos do processo de escolarização para os Adultos na EJA tem sido a conquista de mais autonomia e felicidade por estarem ou terem se apossado da alfabetização. Sendo assim, foi possível constatar que o aluno da EJA vislumbra os estudos como possibilidade real de emponderamento, superando as adversidades com entusiasmo e esperança de obter condições de cidadania plena, com aprendizagens significativas e objetivos bem definidos. _____________________________________________________________________________ At the present time, it has intensified the spread of Youth and Adult Education as a form of education aimed at those who did not have access or continue their studies in elementary and high school at the right age. However, there are various criticisms of this mode, especially with regard to its effective role in the teaching-learning process. In this sense, much has questioned its real relevance to students who often even know how to read and write. Claiming to understand this context is that this research arose the following problem: What have been the way the educational process for adults in adult education, and that knowledge and experiences result from such a process? It was defined as general objective to analyze the meaning of the learning process and the knowledge and experience arising for adults in adult education. Specifically sought to identify methodological procedures that support the teachinglearning relationship in the selected context, know the motivations of students to attend the EJA and characterize experiences and knowledge acquired in that process of schooling. Qualitative approach with descriptive and exploratory character and methodological development of the survey was conducted interview and a questionnaire, a school of Municipal Public Network Cabaceiras Municipality of Paraguaçu-Ba. Study subjects were students and teachers of the Youth and Adult Education of Elementary School and the study sample consisted of 27 students and 04 teachers. Students, corresponding to 50% of each group of levels I to IV were applied questionnaires in order to grasp the significance of the experiences in adult education. The teachers of these students were interviewed with the interest to know their perceptions about this type of education. The results revealed that the senses of the educational process for adults in adult education has been the achievement of greater autonomy and happiness to be or have taken possession of literacy. Therefore, it determined that the student sees the EJA studies as real possibility of empowerment, overcoming adversity with enthusiasm and hope to get full citizenship conditions, with significant learning and well-defined objectives.present time, it has intensified the spread of Youth and Adult Education as a form of education aimed at those who did not have access or continue their studies in elementary and high school at the right age. However, there are various criticisms of this mode, especially with regard to its effective role in the teaching-learning process. In this sense, much has questioned its real relevance to students who often even know how to read and write. Claiming to understand this context is that this research arose the following problem: What have been the way the educational process for adults in adult education, and that knowledge and experiences result from such a process? It was defined as general objective to analyze the meaning of the learning process and the knowledge and experience arising for adults in adult education. Specifically sought to identify methodological procedures that support the teachinglearning relationship in the selected context, know the motivations of students to attend the EJA and characterize experiences and knowledge acquired in that process of schooling. Qualitative approach with descriptive and exploratory character and methodological development of the survey was conducted interview and a questionnaire, a school of Municipal Public Network Cabaceiras Municipality of Paraguaçu-Ba. Study subjects were students and teachers of the Youth and Adult Education of Elementary School and the study sample consisted of 27 students and 04 teachers. Students, corresponding to 50% of each group of levels I to IV were applied questionnaires in order to grasp the significance of the experiences in adult education. The teachers of these students were interviewed with the interest to know their perceptions about this type of education. The results revealed that the senses of the educational process for adults in adult education has been the achievement of greater autonomy and happiness to be or have taken possession of literacy. Therefore, it determined that the student sees the EJA studies as real possibility of empowerment, overcoming adversity with enthusiasm and hope to get full citizenship conditions, with significant learning and well-defined objectives.