A compreensão da dimensão subjetiva da deriva educacional e os caminhos para a construção da reinserção escolar

Abstract

Although much has been collectively achieved regarding the education universalization, the Brazilian educational system historically continues to produce school exclusion. Even with the recent advances in the insertion of children and adolescents in elementary school, school dropout is still present in this modality last years and in high school. In Brazil, in 2019, among the 69.5 million people aged 25 or over out of school without having completed Basic Education, 60.7 million went through schooling before being excluded. Those people, whose previous schooling experience may have constituted a barrier to returning to the schooling process in Youth and Adult Education (EJA), or to accessing this modality school benefits, were understood in this research as in a educational drift situation. This category was formulated in this work to synthesize this social phenomenon, but also to deny the individual blaming of subjects regarding a condition historically and socially produced. Considering the schooling processes importance, especially regarding the school knowledge critical socialization for the development of higher psychological functions and for the conscience de-alienation, it is understood that it is urgent that the processes of school reinsertion in EJA be expanded and improved. Starting from this commitment and based on the theoretical-methodological assumptions and categories of Historical-Dialectical Materialism and Socio-Historical Psychology, the present work aimed to understand the subjective dimension of educational drift and to recognize the possibilities and challenges of overcoming this condition together with three teachers with experience in EJA in the city of São Paulo. The information was produced through online individual meetings with three EJA teachers based on the conversation proposal. To favor the movement of overcoming appearance to reach the studied social phenomenon essence, the statements were analyzed based on the signification nuclei procedure. From the singifications analysis, it was possible to understand that, going against the exclusionary agenda for education limitations and in opposition to the processes that intend to degrade EJA, teachers have collectively created anti-hegemonic alternatives in everyday life school. Among the possibilities built are the production of school reinsertion actions, which still need to be expanded so that they can cover the people in a condition of educational drift contingent. Faced with attempts to weaken this modality in its social function, the teachers carry out the educational reception in order to seek to offer the students the education that is closest to their teaching-learning needs. In view of the efforts to reduce this modality, they carry out actions to produce school reinsertion and bring more students to EJA. The teaching activity has great potential to strengthen this still essential modality and the alternatives created by these professionals can be taken as a reference for the EJA expansion and improvement and the urgent production processes of school reinsertion