Fome de quê?: Diálogos com sujeitos da EJA de uma escola situada em região empobrecida de Vila Velha-ES
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Data
2025-12-16
Autores
Souza, Suely Martiniano de
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Universidade Federal do Espírito Santo
Resumo
This dissertation is linked with the Professional Master’s Graduate Program in Education at the Federal University of Espírito Santo, under the research line Teaching and Management of Educational Processes. Its main objective is to establish dialogical processes with Adult Education (AE) students from a school located in a context of poverty and extreme poverty in the Terra Vermelha region, in the city of Vila Velha, Espírito Santo. The purpose is to reflect on possible approaches to addressing poverty and extreme poverty within the Portuguese Language school curriculum, grounded in the students’ own narratives and experiences. The investigation takes place in a vocational Adult Education (AE) — an evening high school — located in the outskirts of the city of Vila Velha, Espírito Santo. It involves young people and adults, all over 18 years of age, enrolled in this stage of schooling and predominantly affected by conditions of poverty. The research is theoretically grounded in studies in the fields of Adult Education (AE), poverty, and social inequality, especially those that dialogue with these intersections from a critical perspective. By adopting a critical-dialectical analytical perspective, this study draws on Arroyo (2005; 2017; 2018) and Paiva and Sales (2014) to examine the conditions of poverty and social vulnerability that shape the student population in this modality of education; on the works of Telles (1993), Yazbeck (2012), and Cararo (2015) to reflect on social policies and Adult Education (AE); and on the studies of Freire (2018; 2021) to problematize the condition of poverty and to discuss meaningful pedagogical practices, as well as pedagogical praxis within Adult Education (AE). This qualitative investigation employs the methodological approach of action research (Barbier, 2002), aiming at the collective participation of those involved in the study, as well as at enabling in the investigated reality. As procedures for data production, the study adopts dialogical processes carried out through conversation circles, as well as the verbal and non-verbal records produced throughout the meetings. Based on Gomes (2007) and Marcondes (2014), the data analysis relies on the theoretical-methodological perspectives of meaning interpretation and triangulation analysis. As results, the research showed that the trajectories of Adult Education (AE) students are marked by multidimensional poverty, individual accountability, gender inequality, and territorial insecurity. The dialogical processes revealed both material and symbolic forms of deprivation and enabled the collective construction of a critical reading of reality, strengthening practices of resistance, authorship, and the claiming of rights.
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EJA , Educação , Pobreza , Adult Education (AE) , Education , Poverty