<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792021000300397</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v17i46.6854</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A ESCOLA NA BERLINDA: PESQUISA DOCUMENTAL E NARRATIVAS JUVENIS EM FOCO]]></article-title>
<article-title xml:lang="en"><![CDATA[THE SCHOOL IN THE SPOTLIGHT: DOCUMENTARY RESEARCH AND JUVENILES NARRATIVES IN FOCUS]]></article-title>
<article-title xml:lang="es"><![CDATA[LA ESCUELA EN EL BANQUILLO: INVESTIGACIÓN DOCUMENTAL Y NARRATIVAS JUVENILES ENFOQUE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Eduardo Antonio de Pontes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Rosângela Lopes da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<volume>17</volume>
<numero>46</numero>
<fpage>397</fpage>
<lpage>419</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792021000300397&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792021000300397&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792021000300397&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este estudo propõe discutir o lugar que a escola ocupa na vida dos jovens matriculados nas turmas da Educação de Jovens e Adultos (EJA). Trata-se de um estudo de caso realizado numa escola da rede municipal de Cabedelo, Paraíba. O Diário de Classe e a ficha-individual referentes aos anos de 2017 e 2018 bem como entrevista semi-estruturada, realizada com os alunos dos Ciclos III e IV da EJA, respaldam o trabalho empírico. Alguns resultados indicam que eles vão para as turmas da EJA, ou a isso são &#8220;obrigados&#8221;, frente à retenção e evasão escolar promovidas pela Escola. Os dados do Ciclo III, Turmas A e B, ano 2017 e a Turma &#8220;Única&#8221;, ano 2018, referidos ao desempenho escolar, a partir dos saberes de Português, Matemática, Geografia, Ciências, História, Inglês e Artes, apontam que, dos 112 alunos, a média é de 34 alunos aprovados. E os do Ciclo IV, contemplando os mesmos saberes, mostram uma média de 46,14 de aprovados, de 79 alunos matriculados nos anos 2017 e 2018. Conciliar escola e trabalho, experimentar turmas heterogêneas e apresentar baixo rendimento escolar são variáveis concretas que apontam para a complexidade dessas histórias escolares assimétricas, reativadas por trajetórias descontínuas na Educação Básica. As fontes documentais e as narrativas dos jovens mostram que o problema histórico da retenção e da evasão escolar é também o fracasso da escola, ao contribuir, especificamente, para os processos de exclusão e de desigualdades sociais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study proposes to discuss the place that the school occupies in the lives of young people enrolled in the Youth and Adult Education (EJA) classes. This is a case study carried out at a school in the municipal network of Cabedelo, Paraíba. The individual form and the Class Diary for the years 2017 and 2018, as well as a semi-structured interview with the students of Cycles III and IV of the EJA support the empirical work. The results indicate that they go to the EJA classes, or are &#8220;obliged&#8221; to do so, due to the production of retention and school dropout promoted by the school. Data from Cycle III, Classes A and B, from 2017 and the Class &#8220;Única&#8221;, year 2018, referring to school performance, based on the knowledge of Portuguese, Mathematics, Geography, Sciences, History, English and Arts, point out that, of the 112 students, the average is 34 approved students. And those from Cycle IV, considering the same knowledge, show an average of 46.14 approved, of 79 students enrolled in the years 2017 and 2018. Reconciling school and work, experimenting with heterogeneous classes and showing low school performance are concrete variables that point to the complexity of these asymmetric, school histories reactivated by discontinuous trajectories in Basic Education. Documentary sources and young people's narratives show that the historical problem of school retention and dropout is also the failure of the school to contribute, specifically, to the processes of exclusion and social inequality.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este estudio propone discutir el lugar que ocupa la escuela en la vida de los jóvenes inscritos en las clases de Educación de Jóvenes y Adultos (EJA). Es un estudio de caso realizado en una escuela de la Rede Municipal de Cabedelo, Paraíba. El diario de clase y el archivo individual que hace referencia a los años 2017 y 2018, así como una entrevista semiestructurada, realizada con los estudiantes de los ciclos III y IV de EJA, respaldan el trabajo empírico. Algunos resultados indican que van a las clases de EJA, o están "obligados" a hacerlo, en vista de la retención y el abandono escolar promovidos por la escuela. Los datos del Ciclo III, Clases A y B, año 2017 y la Clase "Única", año 2018, que se refieren al rendimiento escolar, basados en el conocimiento de portugués, matemáticas, geografía, ciencias, historia, inglés y artes, señalan que, de los 112 estudiantes, el promedio es de 34 estudiantes aprobados. Y aquellos en el Ciclo IV, considerando el mismo conocimiento, muestran un promedio de 46.14 aprobados, de 79 estudiantes matriculados en los años 2017 y 2018. Conciliar la escuela y el trabajo, experimentar con clases heterogéneas y mostrar bajo rendimiento escolar son variables concretas que apuntan a La complejidad de estas historias escolares asimétricas, reactivadas por trayectorias discontinuas en Educación Básica. Fuentes documentales y narrativas juveniles muestran que el problema histórico de la retención y el abandono escolar es también el fracaso de la escuela, ya que contribuye específicamente a los procesos de exclusión social y desigualdad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Jovens]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa documental]]></kwd>
<kwd lng="pt"><![CDATA[Trajetória escolar]]></kwd>
<kwd lng="en"><![CDATA[Youths]]></kwd>
<kwd lng="en"><![CDATA[Documentary research]]></kwd>
<kwd lng="en"><![CDATA[School trajectory.]]></kwd>
<kwd lng="es"><![CDATA[Jóvenes]]></kwd>
<kwd lng="es"><![CDATA[Investigación documental]]></kwd>
<kwd lng="es"><![CDATA[Trayectoria escolar]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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