Trajetórias, identidades e representações de educandos e educandas do PROEJA no IFES campus Vitória

Abstract

This study is an essay on the trajectories of training and representations of six students from the courses of PROEJA (National Program of the Integration of Professional Education with the Elementary Education in the Modality of Young Adults) at Instituto Federal do Espírito Santo (Ifes). It aims in analyzing the meanings of PROEJA and the possibilities of building the identities and the social representations among/with students of this program. The qualitative nature of the methodology used approaches and strategies of the Discussion Groups as a guide for the analysis of the reference of the Documentary Method. The research theoretical contribution involved dialogues among thinkers from different fields of knowledge, as from cultural studies approaches with social representations, with the liberating pedagogy and with public policy. The results point out that PROEJA students are tensioned by social representations crystallized in disconcepts about them. Although the plastered and fixed identities escape, something that is fundamental in the trajectories of the subjects is the identification with the situation of the working class that permeates the time-space of the students.Despite these practices of marginalization, PROEJA students struggle to occupy a place they have been historically denied and provoke the Institute to reflect on the guarantee of public policy, in particular the right to a education which utopian horizon is the whole formation of the working class