RELATIONSHIP OF SCHOOL ESCAPE WITH READING AND WRITING IN EJA MODALITY: THE PERCEPTION OF THE MANAGER AND THE PEDAGOGICAL COORDINATOR

Abstract

Reading provides the individual with knowledge of the world, culture and access to information from different sources. It is noteworthy that the practice of reading improves writing, acquires knowledge and, in this way, will be being prepared for a world of critical readers. However, it is necessary to develop research that allows a different look at the relationship between reading, writing and school dropout, with the purpose of inferring in educational practices that corroborate the development of the necessary skills within each cycle in the EJA modality. The objective was to verify the perception of the coordinator and the manager with the possible relationship between learning difficulties in reading, writing and school dropout in cycle III of EJA, at Escola Estadual Napoleão AbdonNóbrega, in São Mamede-PB. The pedagogical coordinator and the manager participated in the research. The type of research study was descriptive, with a qualitative approach, having as research instruments questionnaires containing objective and subjective questions. According to the results, despite the cases of dropout, the school has strategies to motivate students to stay and complete their studies, for which only the manager mentioned that one of the strategies is to promote a lecture involving graduate students who studied at EJA. In this aspect, the coordinator and the manager reported that some teachers encourage students to continue their studies, such as visual devices, written on the board and in the textual interpretation, texts that make the class curious. It can be seen that financial stability is the preponderant factor that leads the EJA student, from Escola Napoleão Abdon da Nóbrega, to give up studying.