Análise dos hábitos de estudos na Educação de Jovens e Adultos na modalidade - EJA, em escolas do Brasil (Humaitá e Lábrea-AM) e Moçambique (Tete, Região Centro) – Estudo Comparado.

Abstract

This work is a research on the study habits in Youth and Adult Education-EJA in a comparative study between Humaitá and Lábrea, in the state of Amazonas, Brazil and Tete - Central Region of Mozambique. The general objective is to analyze the influence and organization of these habits aimed at the school learning process, identifying the study strategies adopted and the main difficulties faced in education equivalent to Elementary and High School in this modality. The research was carried out with teachers and students through data collection of indicators on study habits and school performance in 06 (six) educational establishments, being 03 (three) schools in the municipality of Humaitá, 02 (two) schools in the municipality of Lábrea in the state of Amazonas and 01 (one) school in Mozambique in Tete - Central Region. This is a cross-sectional field research, with a descriptive documentary approach and bibliographic review. The instruments used to collect data for validation of the research are printed forms answered in writing by participants from Mozambique and online via Google forms answered by participants from Brazil, with closed questions and the option to comment on specific questions voluntarily through qualitative analysis. The questions were through three objectives: 1st To investigate the study strategies adopted by students of the EJA modality in the schools where the research is conducted, considering the most common practices regarding the efficiency of guided study and reading habits; The 2nd objective is to identify the main difficulties faced by EJA students in developing their study habits, taking into account socioeconomic and family factors that impact learning, regarding the number of dependents and dropouts in a school year; and the 3rd is to compare the differences and similarities in study habits between EJA students from the regions studied in Brazil and Mozambique, analyzing how the local context influences them, their practices and attitudes towards studying. Through the questionnaires and the bibliographic review, it was identified in terms of comparison that those involved in the two countries who have an appropriate place with structural conditions to study at home and have study habits in their home environments have better performance and effectiveness in learning. The results suggest that the objectives were achieved, highlighting important characteristics, symmetries and asymmetries between the education systems studied. This could support the proposal of new public policies to improve EJA indicators.