2025-11-282025-11-282025-02-25SCHUNIG, Bruna Fernanda dos Santos. Educação de jovens e adultos na escola Rui Barbosa: desafios e perspectivas em Medicilândia-PA. Orientadora: Raquel da Silva Lopes. 2025. 26 f. Trabalho de Conclusão de Curso (Licenciado em Educação do Campo) - Faculdade de Etnodiversidade, Campus Universitário de Altamira, Universidade Federal do Pará, Altamira, 2025. Disponível em: https://bdm.ufpa.br/handle/prefix/8888. Acesso em:.https://bdm.ufpa.br/handle/prefix/8888ABSTRACT: This study investigates the challenges faced by students in the Education of Young People and Adults (EJA) in rural schools, focusing on how the particularities of this educational modality are applied in rural contexts. The study emerged from observations made during research and practical activities in teacher training programs. EJA serves young people and adults, many of whom are rural workers who did not have access to basic education or did not complete their studies at the appropriate age. EJA students face challenges such as age-grade discrepancy, physical and psychological fatigue due to rural work, and the difficulty of balancing family responsibilities with studies, which impacts their academic performance and may lead to school dropout. EJA was formally recognized in Brazil by the 1988 Constitution, but its regulation only occurred with the National Education Guidelines and Framework Law (LDB) No. 9,394/96. The aim of this work was to analyze the conditions for offering EJA in rural schools, particularly at the Rui Barbosa school, to understand how the students' life context influences their performance. The research also seeks to propose methodological alternatives to make teaching more effective and better meet the needs of this public, aiming to reduce school dropout and promote educational inclusion. Through a bibliographic research methodology, combined with field experience through Tempos Comunidades, it was possible to observe that most EJA students come from socially vulnerable contexts, which exacerbates the difficulties in the learning process. The pedagogical methodologies adopted often do not take into account the realities of these students, further distancing them from the school environment. The research observed that the traditional curriculum does not align with the students' experiences, contributing to the cycle of school dropout.Acesso AbertoEducação do CampoInclusão socioeducacionalInovações metodológicasEJACountryside EducationSocio-educational inclusionMethodological innovationsCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::AVALIACAO DA APRENDIZAGEMTrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil