Significados construídos por mulheres negras sobre seus processos de escolarização no programa de educação para jovens e adultos (EJA)

Abstract

This study investigates the meanings constructed by black women about their schooling processes in the youth and adult education program. It is situated within the framework of Developmental Psychology and Cultural Psychology. In this way, this research analyzed how race, gender and class intersect and influence educational experiences. Three self-declared black women were interviewed, who were enrolled and attending the youth and adult education program (EJA) at a public school in the interior of Bahia. The information for the co-construction of data and subsequent analysis was obtained through semi-structured interviews and a socio-demographic questionnaire. Bardin's content analysis was used to analyze the information obtained. In this way, the results found focus on the power of education in the autonomy of the participants, but also on the daily difficulties they encounter in continuing their studies, demarcating the pauses and returns in their trajectories with education. As a result, it was possible to see the importance of culturally responsive education and the need for policies that address the unique challenges faced by black women in the education system, suggesting a new structure for policies not only on access, but also on the permanence of black women in educational institutions. To this end, it is necessary to create truly effective strategies to mitigate school dropout and for these women to be able to chart futures and occupy places of knowledge and power when they finish their studies.