SCHOOL DROPOUT IN YOUTH AND ADULT EDUCATION: CHALLENGES AND REFLECTIONS ON PERMANENCE AND THE RIGHT TO EDUCATION

Abstract

This article aims to investigate the persistent school dropout that affects Youth and Adult Education (EJA), a phenomenon marked by various factors that compromise the effectiveness of this educational modality. EJA is recognized as an important tool for inclusion, designed to guarantee the right to education for individuals historically marginalized from the formal educational system. This study analyzes the factors contributing to dropout in this context, reflecting on the main reasons why youth and adults fail to complete their studies. It presents a theoretical discussion on the concepts and foundations that shape the EJA environment and highlights the teacher's role as a mediator in the teaching-learning process. The educator’s involvement is seen as essential for meaningful learning, especially when connected to students' lived realities. The study also emphasizes the value of prior knowledge acquired through personal, professional and social experiences. Furthermore, the article proposes pedagogical strategies aimed at reducing dropout rates and enhancing educational practices in EJA. The research follows a qualitative approach, conducted through bibliographic analysis using sources such os books, academic articles, scientific journals and legal documents. The main references include Pedroso (2010), Arroyo (2005), Paulo Freire, Gadotti, Campos (2003), as well as the Law of Guidelines and Bases of National Education (LDB), the Federal Constitution and the National Common Curricular Base (BNCC).