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Abstract(s)
A presente pesquisa tem como intuito estudar a evasão escolar que acontece no Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos - PROEJA, realizado no Instituto Federal Farroupilha - Campus Panambi, pois o mesmo apresenta elevados índices de evasão. O objetivo é identificar e compreender os motivos que ocasionaram a evasão dos alunos e analisar as políticas educacionais. Para a recolha de dados realizámos entrevistas com 20 alunos evadidos e aplicámos um questionário a 13 professores que atuam nas turmas de PROEJA. A abordagem adotada teve um cariz fundamentalmente qualitativo, embora com recurso a instrumentos de natureza também quantitativa. Entre os participantes houve predominância de jovens, 45% com idade entre 25 a 34 anos, todos os alunos entrevistados ficaram sem estudar entre o término do ensino fundamental e o início do curso técnico do PROEJA. As principais causas da evasão do PROEJA foram dificuldades em conciliar trabalho, estudo, família e transporte, dificuldades em algumas disciplinas e, pontualmente, situações de gravidez e bulling. Entre os alunos evadidos 95% voltaria a estudar. Dos professores, 62% possui formação voltada para PROEJA e 38% não possui. As principais dificuldades encontradas por esses profissionais foram falta de motivação dos alunos, baixo nível de conhecimento dos alunos e falta de formação específica para lecionar com o público do PROEJA. Os professores entrevistados sugerem, como medidas para a diminuição do abandono, formação continuada dos docentes e investimentos em ações para fortalecer a assistência estudantil.
The present research aims to study the school dropout that occurs in the National Program of Integration of Professional Education with Basic Education in the Mode of Education of Young and Adults - PROEJA, conducted at the Federal Institute Farroupilha - Campus Panambi, as it has high rates of evasion. The goal is to identify and understand the reasons that led to student dropouts and analyze educational policies. To collect data, we interviewed 20 students who had been evaded and applied a questionnaire to 13 teachers who work in PROEJA classes. The adopted approach had a fundamentally qualitative aspect, although with the use of instruments of a quantitative nature. Among the participants, there was a predominance of young people, 45% aged 25 to 34 years, all the students interviewed remained without studying between the end of elementary school and the beginning of the PROEJA technical course. The main causes of avoidance of PROEJA were difficulties in reconciling work, study, family and transportation, difficulties in some disciplines and, occasionally, situations of pregnancy and bulling. Among the students evaded 95% would return to study. Of the teachers, 62% have training for PROEJA and 38% do not have. The main difficulties encountered by these professionals were lack of motivation of the students, low level of knowledge of the students and lack of specific training to teach with the PROEJA public. The teachers interviewed suggest, as measures for reducing dropout, continuing teacher training and investments in actions to strengthen student assistance.
The present research aims to study the school dropout that occurs in the National Program of Integration of Professional Education with Basic Education in the Mode of Education of Young and Adults - PROEJA, conducted at the Federal Institute Farroupilha - Campus Panambi, as it has high rates of evasion. The goal is to identify and understand the reasons that led to student dropouts and analyze educational policies. To collect data, we interviewed 20 students who had been evaded and applied a questionnaire to 13 teachers who work in PROEJA classes. The adopted approach had a fundamentally qualitative aspect, although with the use of instruments of a quantitative nature. Among the participants, there was a predominance of young people, 45% aged 25 to 34 years, all the students interviewed remained without studying between the end of elementary school and the beginning of the PROEJA technical course. The main causes of avoidance of PROEJA were difficulties in reconciling work, study, family and transportation, difficulties in some disciplines and, occasionally, situations of pregnancy and bulling. Among the students evaded 95% would return to study. Of the teachers, 62% have training for PROEJA and 38% do not have. The main difficulties encountered by these professionals were lack of motivation of the students, low level of knowledge of the students and lack of specific training to teach with the PROEJA public. The teachers interviewed suggest, as measures for reducing dropout, continuing teacher training and investments in actions to strengthen student assistance.
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Keywords
Evasão Abandono Educação Profissional Tecnológica Educação de Jovens e Adultos PROEJA Evasion Abandonment Professional Technological Education Youth and Adult Education
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação