Retorno e permanência de idosos na educação de jovens e adultos no município de João Pessoa-PB

• Ano de defesa: 2022
• Autor(a) principal: Andrade, Saulo José Veloso de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• 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; Idosos - Escola; Envelhecimento populacional; Youth and adult education; Elder - School; Population-ageing; Educación para jóvenes y adultos; Adultos mayores - Escuela; Envejecimiento de la población; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/26340

This thesis discusses the return and permanence of the elderly in the school environment through the Youth and Adult Education modality (Educação de Jovens e Adultos – EJA). This movement occurs due to Brazilian population aging processes, attested by the country‘s official data. The elderly return and permanence in the classroom are grounded by the right of education, according to its‘ specific legislation. The education within this population reveals itself as an element at the service of individual‘s emancipation, allowing them to overcome stigmas, prejudices and marginalization, all issues that affect elderly people. The study focuses on the following question: how is the human and constitutional right to education of the elderly accomplished when they return to school through the Youth and Adult Education modality? The main objective established is to analyze the reasons why the elderly enrolled in this modality in the city of João Pessoa-PB return and stay in the classroom. The specific objectives involve reflecting on the aging process and its implications on the daily lives of the elderly; discussing Youth and Adult Education modality in its different dimensions and perspectives regarding elderly attention; describing the main challenges that older students face when returning to the classroom; and identifying the social value that the elderly attach to school. The research is based on the Federal Constitution of Brazil, published in 1988, the Brazilian Statute of the Elderly, from 2003, and Policy for the Elderly, from 1994. In addition to these, we rely on the studies by Camarano and Pasinato; Schneider and Irigaray; Scortegagna and Oliveira; Pereira; and Camarano, which, aligned with many others, become the research‘s theoretical, methodological and conceptual support. This is an exploratory research with a qualitative approach. Eleven elders enrolled in the modality were interview between April and May of 2022. They attend five different schools that recorded the most enrollments by elderly students from 2011 to 2020, in the city of João Pessoa-PB. The semi-structured interview technique was adopted, which originated the speeches we analyzed in the light of Bardin‘s Content Analysis. Results indicate that, by being in school, the elderly students stay in the classroom because of their well-being, professional training, autonomy achievement and memory exercise. It gives new meanings to their experiences as elderlies. The data also reinforces the need for an education that considers Brazilian Statute of the Elderly and Policy for the Elderly guidelines to ensure their access and permanence in the school space. We consider that the current education model in the Youth and Adult Education modality does not accompanies the elderly reality and specificities, reinforcing the thesis that the return and permanence of elderly students enrolled in this modality in the city of João Pessoa-PB are motivated by interests related to the coexistence with their peers and friends, in addition to personal fulfillment at their age, and not exclusively by the schooling process.