PAULO FREIRE E A EDUCAÇÃO DE JOVENS E ADULTOS: SENTIDOS ATRIBUÍDOS PELOS ALUNOS PARA A PERMANÊNCIA NA EJA

Josiane Regina de Souza Buzioli; Elvira Cristina Martins Tassoni

doi:10.5216/ia.v46ied.especial.68193

PAULO FREIRE AND THE YOUTH AND ADULT EDUCATION: MEANINGS ATTRIBUTED BY STUDENTS FOR STAYING IN EJA

Authors

Josiane Regina de Souza Buzioli Pontifícia Universidade Católica de Campinas (PUC-Campinas), Campinas, São Paulo, Brasil, josianebuzioli@gmail.com https://orcid.org/0000-0003-2934-1928
Elvira Cristina Martins Tassoni Pontifícia Universidade Católica de Campinas (PUC-Campinas), Campinas, São Paulo, Brasil, cristinatassoni@puc-campinas.edu.br https://orcid.org/0000-0002-8968-3981

DOI:

https://doi.org/10.5216/ia.v46ied.especial.68193

Abstract

Taking Paulo Freire's legacy as a reference, we present a research that aimed to investigate what affects EJA students, early years, in order to enhance the desire to keep studying, staying in school for longer, minimizing evasion. This is an empirical research conducted in three classes of EJA (early years), in the city of Campinas / SP. The methodological procedures involved observation in the classroom and the realization of focus groups with 31 students. The analysis explored the meanings attributed by the participants to their personal and school experiences. The factors that contribute to staying at EJA are: the desire for cultural insertion and the perception that they are learning. The influences of family and work constituted both reasons for impediments and permanence.

KEYWORDS: Affections and EJA. Teaching and Learning. School and Cultural Insertion. Permanence and Evasion.

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Author Biographies

Josiane Regina de Souza Buzioli, Pontifícia Universidade Católica de Campinas (PUC-Campinas), Campinas, São Paulo, Brasil, josianebuzioli@gmail.com

Mestra em Educação pela Pontifícia Universidade Católica de Campinas. Licenciada em Pedagogia pela Pontifícia Universidade Católica de Campinas. Diretora Educacional, efetiva, da Fundação Municipal para Educação Comunitária de Campinas - FUMEC.

Elvira Cristina Martins Tassoni, Pontifícia Universidade Católica de Campinas (PUC-Campinas), Campinas, São Paulo, Brasil, cristinatassoni@puc-campinas.edu.br

Doutora e Mestra em Educação pela Unicamp. Licenciada em Pedagogia pela Pontifícia Universidade Católica de Campinas. Docente permanente do Programa de Pós-Graduação em Educação, Centro de Ciências Humanas e Sociais Aplicadas da Pontifícia Universidade Católica de Campinas.

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Published

2021-10-05

How to Cite

BUZIOLI, J. R. de S.; TASSONI, E. C. M. PAULO FREIRE AND THE YOUTH AND ADULT EDUCATION: MEANINGS ATTRIBUTED BY STUDENTS FOR STAYING IN EJA. Journal Inter-Ação, Goiânia, v. 46, n. ed.especial, p. 1068–1085, 2021. DOI: 10.5216/ia.v46ied.especial.68193. Disponível em: https://revistas.ufg.br/interacao/article/view/68193. Acesso em: 20 dec. 2024.

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Issue

Vol. 46 No. ed.especial (2021): Paulo Freire - 100 years: faces of a humanizing praxis

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Dossier Articles

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