EJA: impactos do processo de escolarização na vida de jovens e adultos

Abstract

The Youth and Adult Education (EJA) is aimed at a public that, due to its particularities, is not served by regular education and, through the insertion in this education modality, has possibilities to face school failure. This paper reports on a qualitative research carried out with EJA students who sought to understand the impacts of the schooling process in the lives of young and adult students of this education modality. To do so, based on the Thematic Life History, we conducted semi-structured interviews with two EJA students, but for the scope of this work we chose to analyze only one. We elaborated three axes of analysis, based on the objective of the study and on the assumptions of Critical School Psychology and of Cultural-Historical Psychology: the interruption of the schooling process; EJA: social meaning, personal meaning, and motive; and the school and the fulfillment of its educational function. We verified that the schooling trajectory of our interviewee, both the interruption and the resumption, is configured by socioeconomic and labor issues of a capitalist society divided into classes. Moreover, it was possible to note that EJA fulfilled its educational function, since it promoted significant changes in this student's way of being and being in the world, promoting her humanization process.