A evasão pós-pandemia na Educação de Jovens e Adultos (EJA): em uma escola na cidade de Cajazeiras/PB.

Abstract

This Course Completion Work (TCC) aimed to investigate the increase or not in school dropout rates in Youth and Adult Education (EJA) after the return of face-to-face classes. This was an exploratory, descriptive study with a qualitative and quantitative approach, carried out in a municipal school in the city of Cajazeiras. The data collection instrument was a report with the number of students who enrolled before, during and after the pandemic, as well as a structured interview with 05 teachers who worked in EJA classrooms during the pandemic period, addressing the issues guided by the proposed objectives. To analyze the data, the content analysis technique proposed by Bardin (2020) was used. The theoretical reflections are anchored in Ribeiro (2013), Gomes; Garcia (2014), Melo; Araújo (2015), Geovanetti (2005), Arroyo (2001), Leite (2013), Paiva (2003), Germano (1994), Brandão (2002), Brasil (1988), Freire (2000), Néspoli (2013), Maciel (2011), Lourenço; Fernandes (2015), among others. Thus, it was possible to verify that before the pandemic took hold in Brazil in 2017, 2018 and 2019, there was already a considerable number of students who dropped out of EJA and that in 2020 and 2021, the period in which face-to-face classes were suspended and replaced by online classes, the number of students dropping out of EJA decreased drastically with 01 and 03 students dropping out, but in subsequent years, 2022 and 2023, with the return of face-to-face classes, the number of students dropping out of EJA, rose considerably again. Finally, based on the documents presented, we concluded that the Covid-19 pandemic did not worsen the school dropout situation at EJA, as it remained at the same standards before, during and after the pandemic period.