A espacialidade da exclusão educacional de estudantes do ensino médio em Catolé do Rocha - PB: Escola Cidadã e EJA Semipresencial.

Abstract

The main objective of this dissertation is to understand the relationship between the implementation of full-time high school Citizen Schools in Catolé do Rocha 3 PB, the reduction in the number of enrollments in these institutions, school dropout rates, migration of students between schools with different teaching methods and the increase enrollment of young people from these schools, in Youth and Adult Education (EJA Semi-presential) in the aforementioned municipality, as a process of exclusion educational. Based on the Geography of Education and the perspective of critical analysis of phenomena, we will not discuss the teaching of Geography, but the school as a space that has been disputed, thus, we understand that current national educational policies intended for secondary education and the education of Young people and adults were implemented to meet the interests of the capitalist system, generating a historical dichotomy between propaedeutic education for the elite and EJA technical and/or light education for working class. All this inequality has been aggravated by the influence of neoliberal policy in Brazilian education from the 1990s onwards, creating newways to control secondary education, youth training, teachers and management of schools, in accordance with market interests. Under this neoliberal logic the Integral Citizen Schools project, which operates full-time, was implemented in all municipalities in the state of Paraíba, an educational policy that caused dropouts school, transfers of students and teachers to other educational institutions and the exclusion of part of the youth from access to an education based on coexistence between peers and with teachers and in the construction of knowledge. The analysis of this historical process was presented throughout the chapters, with emphasis on the social space phenomenon of exclusion found in schools in Catolé do Rocha 3 PB, supported by statistical data that were analyzed in order to demonstrate the issue central to this dissertation, that is, how the neoliberal school excludes from the school space those who need it most. Thus, this work, which is a study of Geography of Education aims to contribute to the debate on educational policy for the secondary education and EJA, which has increased social and economic inequalities in country, with emphasis on the specificities in Catolé do Rocha - PB.