Main Article Content
The present study was designed as a test in relation to the notion of school attendance, with a focus on Youth and Adult Education (EJA). Considering that the term permanence, from 2007, is mentioned with increasing frequency in the titles of publications investigated, it is understood that the concern to better define or delineate the issues involved with staying in school announces changes in the way we reflect on dropout and failure of school youth and adults. If common sense, from students to managers, gives the student the responsibility for their evasion or school failure, the growing formulations about the notion of permanence, although in an incipient way, will point to situations, empirical or not, in which other educational operators, besides the student, assume collectively such responsibility. The first goal of this article is to categorize ways to approach the term school permanence, directly or indirectly related to the EJA, present in thirty one national publications, in the period from 1998 to 2012. The second is to point that the researchers approaches can be considered as a genesis of collective construction, even if still in dispersed formation, given that, as we infer, choose the object school permanence because they take it as a place of instituting experience to act, reflect and write under the principle of the quality education right. The discussion is conducted through the notion of instituting experience of writing about school permanence in tension with an established discourse about school evasion among youth and adults.