School dropout in Youth and Adult Education (EJA) in Pelotas-RS: structural tensions and permanence strategies

Abstract

The study investigated school dropout rates in Youth and Adult Education (EJA) within Pelotas’ municipal education system, specifically between 2019 and 2022. The objective was to analyze how situational factors impacted an already challenging scenario, identifying obstacles to student retention and completion of studies. The research employed a qualitative approach, utilizing documentary analysis of spreadsheets from the Municipal Secretary of Education (SME) containing enrollment and dropout data. Additionally, semi-structured interviews were conducted with SME managers and the administrative teams of nine schools, seeking to understand their perceptions of dropout and retention strategies. Quantitative data revealed a scenario of declining enrollments and high dropout rates. Interviews with managers and administrative teams indicated the tension between work, personal life, and studies as the primary factor for dropping out. In response to this scenario, schools and the SME implemented retention strategies through the flexibilization of school routines, the pursuit of professional and pedagogical qualification, and the creation of a welcoming environment. As a result, dropout was evidenced as a multifaceted phenomenon, rooted in the tension between the demands of the working world and schooling. Although local strategies are important, the study demonstrates that guaranteeing the right to education in EJA transcends the sphere of school management and individual teaching practice.