O estigma na educação de jovens e adultos: análise dos fatores sociais, políticos e culturais e suas implicações no acesso e permanência no processo educacional

Abstract

This study analyzes the social, political, and cultural stigmas that affect Youth and Adult Education (EJA), reflecting on how these perceptions impact student inclusion and retention in this educational modality. It is based on the idea that EJA often occupies a marginal position within the Brazilian educational system, being perceived more as a compensatory alternative rather than as a right guaranteed by the Federal Constitution of 1988 and the Law of Guidelines and Bases of National Education (Law No. 9,394/1996). The theoretical framework is supported by the contributions of Paulo Freire (1996), Maria Clara Di Pierro (2000), Demerval Saviani (2008) e Erving Goffman (1981), who help to understand the stigmatization processes and their impacts on students' educational trajectories. The research adopts a qualitative approach, based on documentary analysis and a literature review of educational regulations and academic studies on EJA. The results indicate that stigmas manifest in different ways, from the devaluation of late schooling to the precarious conditions of teaching and the lack of curricula that align with the realities of adult students. Given this scenario, the study concludes that overcoming these barriers requires more inclusive public policies, improved structural conditions, and a shift in perspective that recognizes EJA as a legitimate space for learning and citizenship, valuing the knowledge and experiences of students.