The professional technical education of medium level has experienced in the last years wide expansion in the offer of vacancies, however, this process has been accompanied by an old known problem - the phenomenon of school dropout. In this sense, it is believed that it is necessary to know the elements that contribute to this problem being maintained; because understanding the problem is the best way to think of strategies to deal with avoidance. The aim of this article is to analyze the possible measures to be adopted to minimize the phenomenon of evasion in technical secondary education. The article presents a qualitative approach on the situation of school dropout, and a simplified diagnosis was developed through bibliographical research on the relevant aspects that have contributed to the technical education students abandoning their courses, as well as an attempt to understand What can be done. Throughout the work, we tried to interpret the problem through the bibliography of important authors such as, for example, Rosemary Dore, who currently, in the Brazilian educational scene, has been dedicated to understand the phenomenon of school dropout in the specificities of technical vocational education of medium level. It was identified in this study that the absence of information has made it difficult to confront and minimize the effects of the problem, and also that the lack of technical education has contributed to the young people giving up their courses. It is concluded that further research on evasion in the area of technical education is necessary, and especially the need for technical training to have its own identity and that one of the ways of constructing this identity is a type of integral training and humanized, far from the idea of training merely submissive to the labor market.
The work category has undergone profound transformations since the last decades of the twentieth century, especially since 1995 under the government of Fernando Henrique Cardoso. In this, capital has been restructured from neoliberalist politics, which saw in the work the opportunity to broaden its eagerness for more profit; now, far beyond gaining profits on the strength of the proletariat, the quest is for new conditions to make the worker even more submissive. The labor reform, Law No. 13467, made official in 2017, brought the possibility of collective agreements; supposedly, a form of negotiation between employer and employee. The aim of the research is to reveal the worker's situation in the face of such changes and to outline the risks hidden in the new labor laws. This research is a case study with a bibliographical, methodological and qualitative approach. Based on a bibliographical research, the work sought to base its theme through the thought of renowned authors, as well as in laws so that one can have the clarity of what this labor reform is and its possible consequences. It was concluded that labor agreements are a great trap, where the worker is forced to make changes in his life, so that he is not outside the labor market and although the injury to the worker occurs, among other things, the instability in your service station.
The present work identifies the main methodological challenges teachers face in developing Youth and Adult Education (EJA) teaching-learning process. It raises a discussion on the subject at its most critical point of teaching activities in the classroom: the adequacy of teaching methods and techniques to the reality of students in this modality. The general objective of the research is to point out the main methodological challenges teachers face in the pedagogical practices of Youth and Adult Education. Unlike the strategies and methodologies developed linked to other levels and modalities, in regular education, we seek to understand through qualitative research and bibliographical studies a) the historical advances of EJA in Brazil, b) the advances of the Laws of Guidelines and Bases of National Education for EJA, c) international conferences and the National Education Plan and d) proposals that consider the specificities of young people and adults. We took a more subjective look at the treatment of content about the aspirations of EJA students. Youth and adult education is marked by a high dropout rate, little time to work on the content, and a small number of classes to fully develop concepts. These aspects are very different from elementary school students with the same education level—teaching at the time is considered correct. In addition, the results showed that teachers face methodological difficulties in reaching the EJA public, and this is due to 1) students' limited availability of time, 2) the short duration of the course, 3) lack of student motivation, 4 ) lack of own methodologies for EJA, and, 5) disregard of EJA classes with the reality of students' lives.
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