<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2024000100230</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.24.080.ao04</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A escolaridade dos pais dos estudantes da educação de jovens e adultos em debate]]></article-title>
<article-title xml:lang="en"><![CDATA[The schooling of the parents of youth and adult education students in debate]]></article-title>
<article-title xml:lang="es"><![CDATA[El nivel educativo de los padres de estudiantes de educación de jóvenes y adultos, a debate]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Luís Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade da Integração Internacional da Lusofonia Afro-brasileira  ]]></institution>
<addr-line><![CDATA[Redenção CE]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<volume>24</volume>
<numero>80</numero>
<fpage>230</fpage>
<lpage>242</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2024000100230&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2024000100230&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2024000100230&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O propósito do texto é analisar a relação do nível de escolaridade dos pais dos estudantes matriculados na educação de jovens e adultos e as possíveis influências reveladas no processo de retorno às salas de aula da modalidade. A abordagem intergeracional e interdisciplinar dessa discussão, desperta interesse de entender se existe [ou não] relação entre a escolaridade dos pais com a situação dos estudantes, os quais, por razões diversas, deixaram de dar continuidade aos estudos na idade esperada, mas retornaram às salas de aula em busca de aprendizagem, formação e certificação escolar. A base teórica procede de Bourdieu (2003), DaMatta (2002), Castel (2010), Freire (1987) e Escóssia (2021) cujos processos de formação escolar e humana passam pela força do papel com a certificação e a apreensão dos conhecimentos como instrumentos de emancipação do indivíduo. A pesquisa qualitativa, do tipo participante, permitiu a interlocução feita in loco, com 33 (trinta e três) estudantes do ensino fundamental de uma escola pública, da EJA, no interior do estado do Ceará, em conversas gravadas em áudio, com base em três perguntas que pautaram a análise nas falas dos estudantes-respondentes. Diante dos achados no estudo, foi possível verificar a necessidade de superação das histórias familiares de insucesso escolar conduzidas a uma não repetição dessa trajetória intergeracional; a prospecção de um futuro possível mediante a certificação alcançada na conclusão da etapa escolar e, por fim, as chances de mobilidade social prometida com a certificação, convertida em melhores oportunidades profissionais associadas à transformação social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of the text is to analyze the relationship between the educational level of the parents of students enrolled in youth and adult education and the possible influences revealed in the process of returning to the modality's classrooms. The intergenerational and interdisciplinary approach of this discussion arouses interest in understanding whether there is [or not] a relationship between parents' education and the situation of students, who, for various reasons, stopped continuing their studies at the expected age, but returned to classrooms in search of learning, training and school certification. The theoretical basis comes from Bourdieu (2003), DaMatta (2002), Castel (2010), Freire (1987) and Escóssia (2021) whose processes of school and human formation go through the power of paper with the certification and apprehension of knowledge as instruments of individual emancipation. Qualitative research, of the participant type, allowed the dialogue to be carried out in loco, with 33 (thirty-three) elementary school students from a public school, EJA, in the interior of the state of Ceará, in conversations recorded in audio, based on three questions that guided the analysis in the speeches of the student-respondents. In view of the findings in the study, it was possible to verify the need to overcome family stories of school failure leading to a non-repetition of this intergenerational trajectory; the prospect of a possible future through the certification achieved at the end of the school stage and, finally, the chances of social mobility promised with the certification, converted into better professional opportunities associated with social transformation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El texto tiene como objetivo analizar la relación entre el nivel educativo de los padres de alumnos matriculados en educación de jóvenes y adultos y las posibles influencias reveladas en el proceso de retorno a las aulas de la modalidad. El abordaje intergeneracional e interdisciplinario de esta discusión despierta el interés de comprender si existe [o no] una relación entre la escolaridad de los padres y la situación de los estudiantes, quienes, por diversas razones, dejaron de continuar sus estudios a la edad esperada, pero regresaron a las aulas en busca del aprendizaje, la formación y la certificación escolar. La base teórica proviene de Bourdieu (2003), DaMatta (2002), Castel (2010), Freire (1987) y Escóssia (2021) cuyos procesos de escuela y formación humana pasan por el poder del papel con la certificación y aprehensión del saber como instrumentos de emancipación individual. La investigación cualitativa, de tipo participante, permitió realizar el diálogo in loco, con 33 (treinta y tres) alumnos de enseñanza fundamental de una escuela pública, EJA, del interior del estado de Ceará, en conversaciones grabadas en audio, a partir de tres preguntas que orientaron el análisis en los discursos de los estudiantes-respondientes. Frente a los hallazgos del estudio, fue posible verificar la necesidad de superar las historias familiares de fracaso escolar que conduzcan a la no repetición de esa trayectoria intergeneracional; la perspectiva de un futuro posible a través de la certificación lograda al final de la etapa escolar y, finalmente, las posibilidades de movilidad social prometidas con la certificación, convertidas en mejores oportunidades profesionales asociadas a la transformación social.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação de jovens e adultos]]></kwd>
<kwd lng="pt"><![CDATA[Certificação escolar]]></kwd>
<kwd lng="pt"><![CDATA[Escolaridade dos pais.]]></kwd>
<kwd lng="en"><![CDATA[Youth and adult education]]></kwd>
<kwd lng="en"><![CDATA[School certification]]></kwd>
<kwd lng="en"><![CDATA[Parents' schooling.]]></kwd>
<kwd lng="es"><![CDATA[educación de jóvenes y adultos]]></kwd>
<kwd lng="es"><![CDATA[certificación escolar]]></kwd>
<kwd lng="es"><![CDATA[escolaridad de los padres.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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