Eja ou regular, qual é o meu lugar? Desenvolvimento de um roteiro de entrevistas para a escuta de alunos do período noturno

Abstract

This research provides a detailed examination of the nighttime educational environment, focusing on students enrolled in evening Regular High School, who could benefit from the Youth and Adult Education program. A distinctive aspect of this study was the selection of a specific class with the highest number of students in this situation at a particular school in rural Paraná, a condition previously unexplored in educational literature. The primary objective of the investigation was to construct an instrument tailored to this context, explore potential enhancements, and ultimately create an information repository for pedagogical teams interested in this discussion. The applied methodology involved the creation of a specific Interview Guide, application of the instrument in a designed context, revising the Guide for better calibration, and developing a Technological Educational Product to provide relevant literature to pedagogical teams. The data analysis method consists of emerging categories. Following the successful accomplishment of the first objective, a detailed analysis of the transcribed data revealed weaknesses in the instrument, highlighting areas that need improvement to make it more effective and sensitive to participants' nuances. The results of the second objective indicate the instrument's efficacy while also suggesting possibilities for refinement. An important conclusion drawn is that, although creating an instrument from scratch is possible, this process requires a profound review of existing literature. Even with a deep understanding and careful literature review, developing a completely foolproof instrument that caters to the diverse demands of these student groups remains a challenge. There is a significant lack of research on creating, revising, and enhancing data collection instruments through interview guides in the context of evening Regular High School. Additionally, intergenerational interactions, school coexistence, and conflicts arising from age differences in evening regular high school are underexplored areas in educational research. The substantial contribution of this study lies in its methodological rigor and empathetic approach. Each step, from constructing questions in the model instrument to revisions and literary compilations, was conducted meticulously. This study not only highlights gaps in knowledge but, crucially, prioritizes providing a robust starting point for future research in this area in the form of a Technological Educational Product.