The research entitled JUVENILIZATION IN YOUTH AND ADULT EDUCATION:
Implications for the structuring and development of the curriculum of the final years
of elementary school of a municipal school in the city of Imperatriz -MA, is linked to
the line of Research: Specific Curricula of Stages and Modalities of Education of the
Professional Graduate Program in Education of the Federal University of Tocantins
- UFT. The study deals with the phenomenon of Juvenilization in EJA and seeks to
apprehend its impacts on the development of the modality curriculum. The research
was guided by the following problem: What are the implications of the juvenilization
of Youth and Adult Education for the organization of the curriculum of the final years
of elementary school? In this perspective, the general objective was to analyze the
implications of juvenilization in the organization of the curriculum of the final years
of Youth and Adult Education of a municipal school in the city of Imperatriz - MA.
The specific objectives seek: to understand the historical course of public
educational policies for the Education of Youth and Adults in the State of Maranhão;
to characterize youth; to investigate the elements that influence the early migration
of young people to EJA and finally to identify the understanding of teachers with
regard to the juvenilization of EJA. To this end, the methodological path was
composed of bibliographical, documentary and empirical research. Among the
authors who support the work are FREIRE (1981, 2000, 2001, 2004), DAYRREL
(2002, 2004, 2007, 2011), CARRANO (2007, 2010), BRUNEL (2004), ARROYO
(2005, 2007, 2015) and other authors who focus on the theme investigated. The
bibliographic research used the educational legislation, decrees, resolutions and
opinions, data collected at the Municipal Department of Education - SEMED, the
Pedagogical Political Project - PPP of the school, in addition to the observation of
the students' school records. In the field research the questionnaire and the semi-
structured interview were applied as data collection instruments with a sample of 4
students with a cash cut between 15 and 17 years old, and a semi-structured
interview was also conducted with 3 EJA teachers. It was concluded in this study
that the reduction of the legal age of entry into the EJA to 15 years and the search
for work and income, are not the only reasons that lead to the presence of the very
young student the modality, the school exclusion originated in regular education,
promotes a scenario of failure, demotivation and school dropout, driving the young
student to seek the EJA as an alternative for inclusion and acceleration of studies.
In the conception of teachers, the presence of young people cause generational
conflicts in the relationships between students and teachers/students, and
methodological didactic changes with regard to the pace of teaching, the proposed
activities, in the selection of contents that should be aimed at professional
qualification.
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