A defasagem escolar na Educação de Jovens e Adultos (EJA) na educação básica pública: análise do abandono institucional e suas consequências para o processo educativo

Abstract

This Educational Practice Report presents a critical analysis of the experiences developed during the supervised internships in Pedagogical Management and Coordination and in Elementary Education I of Youth and Adult Education (EJA), carried out at the Djalma Maranhão Municipal School, located in the Felipe Camarão neighborhood, Natal/RN, Brazil. In the first internship, the work focused on observing the activities of the pedagogical coordinator; in the second, it involved participating in the teaching practice of a Nível I EJA class. The general objective is to identify the impacts of institutional neglect and how these contribute to school lag and, consequently, to the social exclusion of EJA students. The specific objectives are: (1) to analyze the experiences lived during the internships; (2) to discuss the consequences of the lack of pedagogical resources, the absence of continued teacher education, and governmental support in the degradation of school quality; and (3) to identify public policies that ensure the right to education for young people and adults. A qualitative approach was adopted, based on participatory research methodology, involving direct observation, field diaries, document analysis, and the implementation of two pedagogical projects—one focused on sexual education and family planning, and the other on sustainability. The theoretical framework is grounded in Paulo Freire’s (1978, 2000) concepts of dialogic and emancipatory education, and Carlos Rodrigues Brandão’s (2006) contributions to popular education as a transformative cultural and political process. The findings reveal that, despite the scenario of institutional neglect—marked by precarious infrastructure, lack of adapted pedagogical planning, and invisibilization of the EJA—committed management and contextualized pedagogical practices can strengthen students’ ties to school, promote meaningful learning, and encourage retention. The study concludes that urgent and effective public policies, along with continuous and critical teacher education, are essential to guarantee the right to education for historically marginalized groups. This report reinforces the understanding of EJA as a space for resistance and transformative potential.