Entre retornos e permanência: Em busca dos sentidos da escolarização nas narrativas de estudantes da EJA noturna

Abstract

This undergraduate thesis investigates the meanings attributed to schooling by students of Youth and Adult Education (EJA) in the night shift, through the analysis of their life narratives. The research is based on a qualitative and narrative approach, understanding that the construction and narration of stories is a way for subjects to organize and produce meanings about their experiences, articulating time, memory, and sense. The study used an online form and narrative interviews with night-shift EJA students, whose accounts were analyzed based on emerging categories. The results show that the narratives reveal trajectories marked by ruptures, returns, and challenges, but also by expectations of personal, professional, and social transformation. Participants attribute to EJA meanings associated with self-esteem, opportunity, welcoming, and resilience, highlighting the importance of night school for educational continuity amidst work routines. Therefore, we consider that listening to these narratives broadens the understanding of permanence and the meaning of education for young and adult workers, reinforcing the need for pedagogical practices sensitive to their realities and identities.