masterThesis
Itinerários desviantes: um estudo sobre intermitências na EJA
Fecha
2020-02-28Registro en:
SILVA, Louise Carla Siqueira da. Itinerários desviantes: um estudo sobre intermitências na EJA. 2020. 135f. Dissertação (Mestrado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2020.
Autor
Silva, Louise Carla Siqueira da
Resumen
This study trails a research journey alongside with the Youth and Adult Education through
(YAE) unusual paths, whose roads led us to encounter intermittences - movements that
permeate and guide the itineraries of YEA students to meetings (enrollments), mismatches
(departures), and reunions (new enrollments) with the school - in a specific locus. As a case
study, the research was performed in a public school located in Natal city’s northern zone (Rio
Grande do Norte state) and aims to analyze the reasons that lead part of the YEA students to
not only leave school but also to come back. For this purpose, we start from the perspective that
these itineraries give shape to a phenomenon that differs and moves away from evasion in sense
and meaning. During the attempt to move away from evasion, by leaving and returning to
school, students from YAE manifest permanence but do not perpetuate it, giving space to a
third - and intermediary - phenomenon: the intermittence. Taking intermittence as a study
object, the school in which the research took part helped us understand and deepen this theory
via encounters and talks with protagonists of the phenomenon: the intermittent subjects - the
students. Also, we relied on trinques and intellectuals, whose sources we used to understand
and apprehend this reality. All the applicable prerogatives to the case study - an exploratory
research - were used for this experience, articulating different methodological procedures of
qualitative and quantitative nature. During conversations with intermittent students, semistructured interviews were conducted with students from YAE levels II and III (Elementary
School). As a participation criterion, only students who left and returned to that specific school
at least two times within a timeframe of five years (2013-2018) could collaborate. For
quantitative analysis, it was used official documents - enrollment records and final results
minutes provided by the school. The works of Arroyo (2005; 2009; 2018), Bernard Charlot
(2000), Larrosa Bondía (2002), Edgar Morin (2005;2006), Mamed (2004), and others were used
to build this study’s theoretical framework. In conclusion, the results helped to confirm the
intermittence as a real phenomenon on the school grounds and to promote discussions around
the complexity that involves YAE, social inequalities, and denial of rights experienced by its
students. In these adverse contexts, the student participants revealed that when they follow a
cycle of encounter, abandonment, and return to the school, they set deviant itineraries, since the
act of deviating from imposed standards - related to school attendance - is to depart - even if
unconsciously - from evasion, to search for permanence and, consequently, to find the
intermittences. These intermittences are associated with the student’s views and attitudes
towards the school environment, education, and knowledge and moved by the desire to keep
the hopes of life improvements alive.