This work analyzes Youth and Adult Education (EJA), in the district of Bielândia /
Tocantins, in view of a field research carried out at a state school in this district. Our
interest has been limited to how the students in the 3rd segment of EJA of the
focused school subjectives (that is, individualizes) their status as a student in this
segment of education. Following Paulo Freire‟s conception (1981), it is to look at the
four students who participated in the research, conceiving them from a historicity that
marks the field of social. They are socio-historically and ideologically constituted, so
that, in being led to enunciate, traces of the constitution are likely to be triggered. In
theoretical-methodological terms, we constructed a method that would allow us to
give voice to the students; listening to them is relevant as we perceive the life story
producing relevant conceptions about themselves. Through a questionnaire, adapted
from the National Exam for Certification of Competence of Young and Adult
(ENCCEJA), we seek to characterize the class in which these students are inserted.
To do so, we tabulated the information that was collected and organized in the form
of graphs and tables, drawing a certain profile of the class, based on sociodemographic and cultural variables. Historicity was based on variables such as: "
father‟s and mother‟s formal instruction", "school year in which they left the regular
school", among others. After this characterization, opening horizons for a more
punctual and more detailed listening, we conducted an interview, with a
semistructured script, focusing on 04 students who volunteered to give us the
interview. After transcribing the audios of interlocution, we carried out our analyzes
and problematizations, taking as a starting point the discursive cuts (DR). These
cutouts created the conditions for (1) description and (2) interpretation of RD, not
losing sight of our research question: How did the students interviewed subjectify
their status as an EJA student in Bielândia / TO? The analysis shows that their return
to school is very much in function of the discursivity that the school makes possible a
better insertion, especially a permanence in the job market. In this sense, drawing a
certain profile, based on the variables we dimensioned, helps us to understand the
socio-historical injunctions of Bielandia / TO and how they are individuating these
students in the condition of those who need to deal with a social vulnerability. From
their perspective, the school ends up being a socially possible institution to make
certain historical repairs, namely: the abandonment of school and the resolution of
the problems that they experience in their local daily life, which is also a reflection of
the national situation.
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