SCHOOL DROPOUT IN YOUTH AND ADULT EDUCATION: CONTEMPORARY CHALLENGES AND EMANCIPATORY PEDAGOGICAL PRACTICES

Abstract

Adult and Youth Education (EJA) in Brazil constitutes a historical response to school exclusion driven by persistent social inequalities. This article analyzes the trajectory of EJA, from the institutional role of MOBRAL to the contemporary challenges of this educational modality, focusing on the factors that cause school dropout and the responsibility of the public sector. To this end, a qualitative bibliographic and documentary research was conducted. In light of the critical pedagogy of Paulo Freire, Moacir Gadotti, and Miguel Arroyo, as well as the contemporary contributions of Maria Clara Di Pierro, the results indicate the need for emancipatory and contextualized pedagogical practices. The study concludes that strengthening EJA as a policy of historical reparation depends on state actions that guarantee not only school access, but also student retention and educational quality.