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Abstract(s)
O enfrentamento da evasão na Educação de Jovens e Adultos foi a temática
desenvolvida nesta investigação. A problemática central que dirigiu as
preocupações da pesquisa foi tentar compreender a importância da
afetividade no relacionamento entre docentes e discentes no enfrentamento
da evasão. Justifica-se o recorte da pesquisa porque inúmeras publicações
evidenciam como recorrente a desistência dos alunos da EJA, enquanto
poucas estudaram a resistência à evasão. Colocou-se sob investigação,
portanto, a hipótese de que a presença de vinculação afetiva na relação entre
educadores e estudantes, na EJA, pesa fortemente nas decisões de
permanência e continuidade por parte dos estudantes. Mediante tais
norteamentos, o objetivo geral do trabalho girou em torno da investigação
sobre a efetividade dos referidos vínculos afetivos diante dos casos de evasão
entre os alunos da EJA. O método foi qualitativo, baseado em pesquisa
bibliográfica, completada com uma fase empírica, realizada através de
entrevistas com alunos e professores da EJA, numa escola pública de
Saquarema/RJ/Brasil. Os achados da investigação mostraram que a correlação
colocada como hipótese mostrou-se de fato procedente.
The confrontation of evasion in the Education of Young and Adults was the theme developed in this investigation. The central issue that addressed the research concerns was to try to understand the importance of affectivity in the relationship between teachers and students in coping with avoidance. The research cut is justified because numerous publications show that the dropout of EJA students is a recurrent problem, while few have studied resistance to avoidance. Therefore, the hypothesis was that the presence of affective linkage in the relationship between educators and students in the EJA, strongly weighs on the decisions of permanence and continuity on the part of the students. Through these guidelines, the general objective of the work revolved around the investigation of the effectiveness of these affective bonds in the cases of evasion among the students of the EJA. The method was qualitative, based on bibliographic research, completed with an empirical phase, carried out through interviews with students and teachers of EJA, in a public school in Saquarema / RJ / Brazil. The findings of the investigation showed that the correlation hypothesis was indeed valid.
The confrontation of evasion in the Education of Young and Adults was the theme developed in this investigation. The central issue that addressed the research concerns was to try to understand the importance of affectivity in the relationship between teachers and students in coping with avoidance. The research cut is justified because numerous publications show that the dropout of EJA students is a recurrent problem, while few have studied resistance to avoidance. Therefore, the hypothesis was that the presence of affective linkage in the relationship between educators and students in the EJA, strongly weighs on the decisions of permanence and continuity on the part of the students. Through these guidelines, the general objective of the work revolved around the investigation of the effectiveness of these affective bonds in the cases of evasion among the students of the EJA. The method was qualitative, based on bibliographic research, completed with an empirical phase, carried out through interviews with students and teachers of EJA, in a public school in Saquarema / RJ / Brazil. The findings of the investigation showed that the correlation hypothesis was indeed valid.
Description
Keywords
Resistência à evasão Relação pedagógica Vínculo afetivo EJA Resistance to evasion Pedagogical relationship Affective bond
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação