ABSTRACT: The Education of Young People and Adults (EJA) is an educational modality that provokes reflections in various segments of society, being a central theme that raises concerns and challenges within the educational perspective. Considering that education is a social, economic, and cultural right, EJA represents an essential avenue for study and investigation. The objective of this work is to analyze the realization of human rights in EJA classes, especially regarding the causes of school dropout, a recurring problem at the Municipal School Joaquina Cassimira da Conceição, located in the municipality of São Bentinho-PB. The research was conducted using a quali-quantitative approach focused on analyzing how human rights are addressed in the context of EJA. The study drew on bibliographic sources from relevant theorists on the subject, always seeking to contextualize the challenges and realities of the local school community. Data collected directly from the institution were also observed, based on the School’s Political Pedagogical Project (PPP) for the period from 2016 to 2018. To deepen the analysis, a questionnaire was administered to teachers, pedagogical coordination, and the management team, aiming to investigate how EJA is implemented in practice and what initiatives contribute to building an inclusive school guided by the principles of human rights. The results reveal that the school still faces many challenges regarding the realization of human rights for EJA students. Most students are in vulnerable social contexts and work during the day, resulting in fatigue and demotivation in the evening classes. This scenario requires teachers to adopt a more understanding and respectful attitude toward students’ conditions, creating spaces for dialogue and implementing more attractive and dynamic methodologies. Such strategies are fundamental to ensuring students’ permanence in school and fostering their active participation in the teaching-learning process. It is concluded that the realization of human rights in EJA is still insufficient at the Municipal School Joaquina Cassimira da Conceição. It is crucial for the institution to review its pedagogical practices, propose more effective ways of inclusion, and promote actions that ensure access to quality education, respecting the particularities of EJA students and ensuring that their rights are fully met.

Keywords: Youth and Adult Education. Human Rights. School Dropout. Inclusion. Pedagogical Practices.