Ensino de Jovens (EJA) tem impacto positivo na qualidade de vida

• Ano de defesa: 2020
• Autor(a) principal: Silva, Andreia Gonçalves Rossi da
• Orientador(a): Ribeiro, Miriam Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Palavras-chave em Português: EJA; qualidade de vida; problemas emocionais e de comportamento
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS
• Link de acesso: http://dspace.mackenzie.br/handle/10899/27916

Youth and adult education (EJA) is aimed for people who did not have access to school, had it for a short time or did not formalize their studies at the appropriate time. The students have a heterogeneous profile and are highly motivated to learn, what makes EJA a positive environment for changes in life. The development of the students depends on several factors, such as cultural, historical and social circumstances. Therefore, their development should not be evaluated only by methodological and pedagogical rigor, but also by changes in the daily life. Based on this idea, we hypothesized that returning to school in adult life has a positive effect not only regarding cognition, but also for the quality of life of the students. Thus, the aim of this study was to assess the impact that admission to EJA has on the quality of life of its students and its effects on behavioral problems. Therefore, we applied the Portuguese version of WHOQOL-bref and the Self-Assessment Inventory for Adults, 18 to 59 years old (ASR), before and six months after the beginning of studies in EJA for the first time. Our results show that the return to school has a positive impact in all domains of the WHOQOL-bref: physical, psychological, environmental and social. The results obtained by the ASR showed that returning to school reduced scores on all scales: anxiety and depression; withdrawal; somatic complaints; thinking and attention problems; agressive and intrusive behavior; violation of rules; internalizing and externalizing problems and total problems. There was also a reduction in the number of students whose scores were classified in the clinical range on the following scales: anxiety and depression, somatic complaints, attention problems, agressive behavior, internalizing and externalizing problems and total problems. There was no change in the clinical/non-clinical classification in the problems with thoughts, violation of rules, and intrusive behavior scales. For the withdrawal scale, we observed that more students scored in the clinical classification after joining EJA. These results suggest that the return to the school improves the quality of life of the students and reduces behavioral problems.