O direito à escola: uma análise a partir das narrativas de vida de pessoas idosas não alfabetizadas ou com pouca escolaridade

• Ano de defesa: 2019
• Autor(a) principal: Santos, Patrícia Fernanda da Costa
• Tipo de documento: Tese
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Educação de jovens e adultos; Desescolarização; Escolarização; Políticas públicas de escolarização; Youth and adult education; Deschooling; Schooling; Public policies of schooling; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/20166

This study seeks to analyse why elderly non-literate adults or with little formal schooling who live in municipalities in the micro region of Cajazeiras and Catolé do Rocha, in the Paraiban sertão, have not shown interest, in their narratives, in going to school. The research is situated in the field of Youth and Adult Education (YAE), more specifically in the context of public policy of schooling. This question is made visible by the reduction in the enrolment rates for Youth and Adult Education (YAE) registered annually, and with greater emphasis from 2007 onwards. Data can represent the negation of access, amongst other situations, by the public systems, with a reduction in the offer of this service, or also, the low level of demand for the school on the part of the target public. Considering the above, this investigation can be classified as quantitative (data from Educacenso, IBGE, INEP and other sources) and qualitative, making use of bibliographical surveys, documental research and fieldwork as methodological strategies. For the generation of data, we utilised interviews (structured and semi-structured) as instruments. In the two stages of fieldwork, we talked with secretaries of education and/or coordinators of YAE and with non-literate elderly people or with low levels of formal schooling who were not attending school. We made use of the interpretative contributions of authors from critical theory, from popular education and from conceptions which are considered as references for studies of daily life. Taking into account the theoretical contribution and the methodological strategies, we carried out a triangulation of the data, proving that the actions destined to this group of people have not achieved their objective given the paradox verified by relating the number of enrolments registered, confronted by the potential demand. Considering this key of reading, we defend the following thesis: Schooling is not a consensual pathway in the life projects of non-literate elderly people or with low levels of formal schooling who make up the target public of YAE, resident in the municipalities of the micro region of Cajazeiras and Catolé do Rocha. The demands and needs for reading and writing of the context in which they live, are conditioning aspects which determine whether these people feel the need, or not, to seek out the school in order to learn to read and write or to return to the schooling process.