A evasão na Educação de jovens e adultos da escola Manoel Gonçalves da Silva : fatores e propostas de enfrentamento á luz do território e da educação popular

Abstract

School dropout in Youth and Adult Education (EJA) is one of the main challenges faced by public educational institutions, especially in contexts marked by social and territorial inequalities. In this scenario, this study aims to analyze the factors that influence the interruption of the school trajectory in EJA at Manoel Gonçalves da Silva School, located in the municipality of Paulista, Metropolitan Region of Recife, considering territorial, social, and pedagogical dimensions, in light of Popular Education. This is qualitative, exploratory, and explanatory research, carried out through semi-structured interviews with a teacher and a representative of the school management, in addition to the analysis of students' perceptions. The results indicate that work, family responsibilities, socioeconomic conditions, and territorial vulnerabilities constitute central factors in school dropout. The need to strengthen welcoming practices, curricular flexibility, and greater articulation between school and community was also highlighted. It is concluded that tackling dropout in Youth and Adult Education requires integrated public policies, a contextualized curriculum, and pedagogical practices grounded in Popular Education, capable of recognizing students' knowledge and understanding school permanence as a dimension of the right to education and social justice.