Made available in DSpace on 2014-12-17T14:36:50Z (GMT). No. of bitstreams: 1 DeboraSAF_DISSERT.pdf: 1031745 bytes, checksum: 5d04e895356aa58d92858004a0588421 (MD5) Previous issue date: 2014-02-27 / This dissertation deals about the theme of National Integration Program of the Professional Education to the Basic Education in the form of Youth and Adults Education - PROEJA, which was developed at the Federal Institute of Education Science and Technology of Rio Grande do Norte - IFRN - Campus Caic?. It aims to analyze the causes of the abandonment and the reasons for the permanence of students within the mentioned program. To substantiate this research, we used methodologically, some procedures such as bibliographical research, documentary analysis, semi-structured interviews and focus group. To analyze the data, we discussed the contradiction that involves duality and educational compensation based in the struggles and achievements of rights at the core of public policies for high schools, for vocational education and the education of youth and adults in the 2000s. We analyze the integrated high school under PROEJA, having as reference the conception of the total human formation; the inseparability of the primary education system and vocational education and the integration of knowledge and expertise as a whole, discussing the specificities of the modality EJA, discussing the causes of abandonment and the reasons for the permanence of the students of education for youth and adults (EJA) in the primary education system. As for the results, we found that although the PROEJA be a program that aims to provide a complete human formation to contribute to the full citizenship of their graduate members, what is announced in the document that guides its creation has not been materialized in Caic? Campus. The curriculum of the course was not designed for the students of EJA, nor teachers have had an adequate training to work with these specific individuals, and its specificities of being workers with differentiated learning times have not been considered. In addition, the courses are predominantly of instrumentalist characteristics. This indicates that the material and institutional conditions to achieve the promised total and complete training have not being fully materialized at the researched school. Associated with the difficulties concerning the intra-school and extra-school conditions, personal and socioeconomic conditions which are related to the obligation to work that implies in limitations to balance work, school and family, they influenced in the interruption of the school trajectory of these subjects. Through research, we confirmed that the motives of students who remain have to do also with intraescolares conditions the quality of education (qualification of technical staff and teachers) involved in the educational process, as well as socioeconomic and personal issues represented by the support of colleagues and family.Then it is concluded that the causes of abandonment and the reasons of the permanence are of institutional, socioeconomic and personal origins. Finally, it is observed that capitalist society demands as much as possible high levels of educated workers, and at the same time makes difficult the access to that education for much of the population, and it is not randomly. The objects of that exclusion are the popular worker classes and their children / Esta disserta??o aborda a tem?tica do Programa Nacional de Integra??o da Educa??o Profissional ? Educa??o B?sica na modalidade de Educa??o de Jovens e Adultos PROEJA, desenvolvido no Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte IFRN Campus Caic?. Tem por objetivo analisar as causas da desist?ncia e os motivos da perman?ncia de estudantes no ?mbito do Programa. Para consubstanciar a investiga??o, utilizamos metodologicamente os procedimentos da pesquisa bibliogr?fica, an?lise documental, entrevista semi estruturada, grupo focal e an?lise de conte?do. Para analisar os dados, discutimos a contradi??o que envolve a dualidade e a compensa??o educacional ? luz das lutas e conquistas de direitos no cerne das pol?ticas p?blicas para o ensino m?dio, para a educa??o profissional e para a educa??o de jovens e adultos, com ?nfase nos anos 2000. Analisamos o ensino m?dio integrado no ?mbito do PROEJA tendo como refer?ncia a concep??o da forma??o humana omnilateral; a indissociabilidade entre educa??o b?sica e educa??o profissional e a integra??o de conhecimentos gerais e espec?ficos como totalidade, discutindo as especificidades da modalidade da EJA, problematizando as causas da desist?ncia e os motivos da perman?ncia de sujeitos estudantes da educa??o de jovens e adultos (EJA) na escola de educa??o b?sica. Quanto aos resultados, constatamos que apesar de o PROEJA ser um programa que se prop?e a proporcionar uma forma??o humana integral visando a contribuir para o pleno exerc?cio da cidadania dos seus sujeitos concluintes, o que est? anunciado no Documento que norteia a sua cria??o n?o vem se materializando no Campus Caic?. O curr?culo do curso n?o foi concebido para os sujeitos da EJA nem os professores tiveram forma??o adequada para trabalhar com esses sujeitos espec?ficos, n?o sendo consideradas suas especificidades de serem trabalhadores, com tempos diferenciados de aprendizagem. Al?m disso, as disciplinas t?m, predominantemente, talante instrumentalista. Isso denota que as condi??es materiais, institucionais para alcan?ar a anunciada forma??o integral n?o v?m se materializando, plenamente, na escola investigada. Associado ?s dificuldades no que concerne ?s condi??es intraescolares, as condi??es extraescolares, socioecon?micas e pessoais que dizem respeito ? press?o para trabalhar que implica em limita??es para conciliar trabalho, escola e fam?lia repercutiram em uma nova interrup??o da trajet?ria escolar de parcela significativa desses sujeitos. Mediante a pesquisa, comprovamos que os motivos dos estudantes que permanecem tem haver tamb?m com as condi??es intraescolares da qualidade do ensino, (qualifica??o da equipe t?cnica e dos professores) envolvidos no processo educativo, como tamb?m com as condi??es extraescolares socioecon?micas e pessoais representadas pelo apoio dos colegas e da fam?lia. Concluimos, ent?o, que as causas da desist?ncia e os motivos da perman?ncia s?o de origem institucional, socioecon?mica e pessoal. Enfim, constatamos que a sociedade capitalista cada vez mais exige n?veis elevados de educa??o escolarizada dos trabalhadores ao mesmo tempo em que dificulta o acesso a essa educa??o para grande parte da popula??o e isso n?o ? aleat?rio. S?o as classes trabalhadoras populares e seus filhos os objetos dessa exclus?o