<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052022000200060</article-id>
<article-id pub-id-type="doi">10.12957/teias.2022.65892</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[OS DESAFIOS NA ESCOLARIZAÇÃO DE TRABALHADORES MIGRANTES DA EDUCAÇÃO DE JOVENS E ADULTOS]]></article-title>
<article-title xml:lang="en"><![CDATA[THE CHALLENGES IN SCHOOLING MIGRANT WORKERS IN YOUTH AND ADULT EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[LOS DESAFIOS PARA LA ESCOLARIZACIÓN DE TRABAJADORES MIGRANTES DE LA EDUCACIÓN DE JÓVENES Y ADULTOS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vendramini]]></surname>
<given-names><![CDATA[Célia Regina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Eron Keoma do]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Larissa do Livramento]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>23</volume>
<numero>69</numero>
<fpage>60</fpage>
<lpage>76</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052022000200060&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052022000200060&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052022000200060&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo aborda a problemática da migração a partir da perspectiva dos sujeitos migrantes que retomaram sua escolarização na Educação de Jovens e Adultos. Ele analisa a origem dos estudantes matriculados na EJA, sua situação de itinerância e as dificuldades enfrentadas no seu percurso escolar. Os dados e análises são fruto de pesquisa junto aos estudantes matriculados na EJA do município de Florianópolis/SC, com base na consulta às fichas de matrícula (dos anos 2018, 2019, 2020 e 2021) e na realização de grupos focais e entrevistas com estudantes migrantes dos núcleos da região Norte/Nordeste da ilha de Florianópolis, os quais concentram maior número de migrantes. A análise dos dados quantitativos de matrícula permite compreender as particularidades da composição social dos estudantes da EJA, demonstrando ser esta modalidade de ensino a principal alternativa para os estudantes migrantes que buscam retomar sua trajetória escolar. Quanto à análise qualitativa, observa-se que o tempo para o estudo concorre com o tempo do trabalho. A dedicação aos estudos implica deixar de lado elementos como o descanso, o tempo para a família, o autocuidado e o lazer. Além disso, exige rigorosa disciplina e organização da rotina, associada com os horários alternativos da EJA que viabilizam a permanência na escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article addresses the issue of migration from the perspective of migrant subjects who have resumed their schooling in Youth and Adult Education. It analyzes the origin of students enrolled in EJA, their roaming situation and the difficulties faced in their school career. The data and analysis are the result of research with students enrolled in the EJA in the municipality of Florianópolis/SC, it was based on consulting of the registration forms (from the years 2018, 2019, 2020 and 2021) and conducted by focus groups and interviews with students migrants from the areas of the North/Northeast region of the island of Florianópolis, which concentrate the largest number of migrants. The analysis of quantitative enrollment data allows us to understand the particularities of the social composition of EJA students, demonstrating that this type of education is the main alternative for migrant students who seek to resume their school trajectory. As for the qualitative analysis, it is observed that time for study competes with time for work. Dedication to studies implies setting aside elements such as rest, family time, self-care and leisure. In addition, it requires strict discipline and routine organization, associated with the EJA's alternative schedules that make it possible to stay in school.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo aborda el ámbito de la problemática de la migración a partir de la perspectiva de los sujetos migrantes que retomaron su escolarización en la educación de jóvenes y adultos. Se analiza el origen de los estudiantes matriculados en EJA, su situación de itinerante y las dificultades encontradas en su trayectoria escolar. Los datos y análisis son fruto de una investigación realizada con los estudiantes matriculados en EJA del municipio de Florianópolis/ SC, en base a la consulta de fichas de matrícula (de los años 2018, 2019, 2020 e 2021) y en la realización de grupos focales y entrevistas con estudiantes migrantes de los núcleos de la región Norte/Nordeste de la isla de Florianópolis, los cuales concentran mayor número de migrantes. El análisis de los datos cuantitativos permite comprender las particularidades de la composición social de los estudiantes de EJA, demostrando ser esta modalidad de enseñanza la principal alternativa para los estudiantes migrantes que buscan retomar su trayectoria escolar. Sobre el análisis cualitativo, se observa que el tiempo para estudiar compite con el tiempo para trabajar. La dedicación a los estudios implica dejar de lado elementos como descanso, el tiempo para la familia, el autocuidado y el ocio. Además, exige rigurosa disciplina e organización de la rutina asociada con los horarios alternativos de la EJA que permiten la permanencia en la escuela.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[migração]]></kwd>
<kwd lng="pt"><![CDATA[trabalho]]></kwd>
<kwd lng="pt"><![CDATA[Educação de Jovens e Adultos.]]></kwd>
<kwd lng="en"><![CDATA[migration]]></kwd>
<kwd lng="en"><![CDATA[work]]></kwd>
<kwd lng="en"><![CDATA[Youth and Adult Education.]]></kwd>
<kwd lng="es"><![CDATA[migración]]></kwd>
<kwd lng="es"><![CDATA[trabajo]]></kwd>
<kwd lng="es"><![CDATA[Educación de Jóvenes y Adultos.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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