Trajetórias escolares descontínuas na visão de professores da EJA do interior de São Paulo

Abstract

The present monograph research, of qualitative nature, had as general objective investigate the main phenomena, events or situations that originated discontinuous school trajectories from the conceptions of experienced teachers working in EJA. The data collection carried out in September 2021, coincided with the period that public schools in Brazil were in blended classes due to the COVID-19 pandemic. To obtain data, we used focus group interviews and questionnaires, both face-to-face, with 8 EJA teachers from two public schools located in two cities in the interior of the state of São Paulo. These data were worked and analyzed from the discursive textual analysis of Moraes (2003), providing the opportunity to build four categories of analysis: i) a first general approximation of the reports; ii) EJA as a reflection of the regular education system; iii) the intersections between school, family and work; iv) EJA in the COVID-19 pandemic. In the results, there are multiple correlated factors in the subjects' lives that are decisive in the course of their school trajectories: work, family, public policies, school, poverty, social inequality, among others. During the pandemic, a series of challenges were observed, so that the struggle for fundamental rights, including education, became even more necessary. Nevertheless, situations that generate discontinuous trajectories increased even more during the pandemic. However, situations that generate discontinuous trajectories increased even more during the pandemic. During this period of emergency remote teaching, the indispensability of reflecting on digital information and communication technologies (TDICs), rethinking curricular practices that make sense in the lives of EJA subjects and thinking about the continuing education of teachers was further reinforced.