THE INSERTION OF BLACK WOMAN IN YOUTH AND ADULT EDUCATION - EJA
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Abstract
This study aims to discuss the inclusion of black women in Youth and Adult Education - EJA. To this end, a literature review and documentary analysis research was conducted with two classes of formative time II, axis V, the first consisting of twenty students and the other with twenty-eight. In both classes the students were between eighteen and sixty years old and were allocated to a school in the municipality of Ilhéus / BA. The relevance of the research lies in the fact that thinking about the inclusion of black women in Youth and Adult Education, addressing historical, social and cultural issues, as well as trying to understand the school as a space for welcoming diversity. Based on this reality, we also analyzed data from the 2018 School Census of this school seeking answers to the following questions: What quantitative relationship for the entry, permanence and success of men and women of the EJA? Which students are mostly what color? From the analysis of the data of entry, permanence and success of the students it was observed a high dropout rate of the students, both men and women, but during the investigation it was possible to realize that the majority of the students who dropped out had a job bond and they had children, which indicates an accumulation of functions that, despite leading them to evasion, still represent the majority of the EJA public at the research locus.
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