Permanência escolar no Proeja: olhares dos estudantes do curso Técnico em Cozinha

Abstract

This study had as objective to understand the permanence of the students who resisted until the conclusion in the space time PROEJA Technical Course in Cooking, in the Federal Institute of Alagoas (IFAL), Campus Marechal Deodoro, of the class begun in 2011. Concretely, we tried to understand the permanence from the voices of those who resisted the difficulties encountered and used their “tactics” (CERTEAU, 1998), due to the continuation of the studies, considering the categories of material and symbolic permanence (REIS, 2009). We start from the following problematization: What contributed to the school stay of the graduating students of the Technician course in Cooking? It was a qualitative research with approach in the method of life history, based on Ciprini (1988); Debert (1988), Paulilo (1999), of interpretative focus from the life history interviews (QUEIROZ, 1988), and analysis of official documents as secondary sources (QUIVY; CAMPENHOUDT, 1998). It was based on studies by Andrade (2004); Carmo (2010); Carmo, G. and Carmo, C. (2014); Certeau (1998); Dayrell (2007); Freire (1996, 2005); Freitas (2008); Frigotto; Ciavatta; Ramos, (2005);Mileto (2010); Paiva (2009); Reis (2009); Sales and Paiva (2014), among others. It was verified that Student Assistance policies, coupled with the positive discourse of teachers about students, with a dialogical posture, as an essential condition for the progress in the learning of interviewees, being carried out pedagogical actions inside and outside the institution that articulated knowledge in the direction of the integral formation of these young people and adults, mobilized them to overcome the cultural barriers experienced in the school environment, with the perspective of continuing the schooling process.