A construção de saberes no processo de ensino aprendizagem no ensino médio da modalidade educação de jovens e adultos em Tucuruí –PA
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2018-01-25
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Muitas investigações têm dado conta da diversidade de saberes presentes na docência, e têm estabelecido novos olhares dos protagonistas dentro do mundo educacional da modalidade EJA. O nosso estudo tem como finalidade coexistir com todos esses discursos, e nessa tessitura ressignificar as trajetórias do conhecimento dentro do segmento da EJA. O discurso produzido por este trabalho tem como objetivo indagar que saberes conduzem a EJA, no interior da Amazônia, e que relações didático-pedagógicas são produzidas no que se refere à transmissão e aquisição de saberes dos profissionais da Educação de Jovens e Adultos. Nesse movimento investigativo, a pesquisa visa perceber como constitui o caminho metodológico desses profissionais, que possibilita sustentar o conhecimento específico da Educação de Jovens e Adultos na região da Transamazônica. A gama de conflitos socioculturais presentes no contexto da investigação, propiciou a leitura de pressupostos teóricos relacionados ao objeto da investigação, que são os saberes profissionais dos docentes envolvidos, articulados com a análise qualitativa e quantitativa, essenciais para se compreender o universo dos educadores e suas práticas. A metodologia consistiu de explicitar a quantidade de profesores em cada escola através de questionários, considerando as categorias: caracterização geral dos educadores, formação acadêmica, experiência profissional, formação continuada e numa segunda parte doze questões referentes as práticas docentes presentes no ambiente de trabalho, com o objetivo de conhecer a realidade dos professores. Em seguida foram selecionados a partir dos questionários dez profissionais com experiência em EJA entre oito e dez anos, que foram entrevistados para se conhecer e aprofundar informações que não ficaram claras nos questionários. A análise dos dados, tanto dos questionários quanto das entrevistas estruturadas, conduziu-nos para aspectos importantes a considerar na vivência e prática dos educadores, entre elas a dualidade da função na modalidade EJA e no Ensino Médio Regular esta última com o currículo específico, criando grandes conflitos com relação a estrutura didático-pedagógica da EJA. Na perspectiva de auxiliar ressaltamos nas considerações finais a necessidade de maior homogeneidade do grupo, para a partir daí conseguirem superar os obstáculos presentes no campo da EJA nas quatro escolas.
Many investigations have taken into account the diversity of knowledge present in teaching, and have established new perspectives of the protagonists within the educational world of the EJA modality. Our study aims to coexist with all these discourses, and in this tessitura re-signify the trajectories of knowledge within the EJA segment. The discourse produced by this work aims to inquire what knowledge leads to the EJA, in the interior of the Amazon, and that didactic-pedagogical relations are produced in what refers to the transmission and acquisition of knowledge of professionals of Youth and Adult Education. In this investigative movement, the research aims to understand how it constitutes the methodological path of these professionals, which makes it possible to sustain the specific knowledge of Youth and Adult Education in the region of the Transamazônica. The range of sociocultural conflicts present in the context of the research led to the reading of theoretical presuppositions related to the object of research, which are the professional knowledge of the teachers involved, articulated with the qualitative and quantitative analysis, essential for understanding the universe of educators and their Practices. The methodology consisted of making explicit the number of teachers in each school through questionnaires, considering the categories: general characterization of educators, academic formation, professional experience, continuing education and in a second part twelve questions regarding the teaching practices present in the work environment, with The objective of knowing the reality of teachers. Next, ten professionals with experience in EJA between eight and ten years were selected from the questionnaires, who were interviewed to know and deepen information that was not clear in the questionnaires. Data analysis of both questionnaires and structured interviews led to important aspects to be considered in the experience and practice of educators, including the duality of the role in the EJA modality and in the Regular High School, the latter with the specific curriculum, creating Conflicts with respect to the didactic-pedagogical structure of the EJA. In the perspective of assisting, we emphasize in the final considerations the need for greater homogeneity of the group, in order to overcome the obstacles present in the EJA field in the four schools.
Many investigations have taken into account the diversity of knowledge present in teaching, and have established new perspectives of the protagonists within the educational world of the EJA modality. Our study aims to coexist with all these discourses, and in this tessitura re-signify the trajectories of knowledge within the EJA segment. The discourse produced by this work aims to inquire what knowledge leads to the EJA, in the interior of the Amazon, and that didactic-pedagogical relations are produced in what refers to the transmission and acquisition of knowledge of professionals of Youth and Adult Education. In this investigative movement, the research aims to understand how it constitutes the methodological path of these professionals, which makes it possible to sustain the specific knowledge of Youth and Adult Education in the region of the Transamazônica. The range of sociocultural conflicts present in the context of the research led to the reading of theoretical presuppositions related to the object of research, which are the professional knowledge of the teachers involved, articulated with the qualitative and quantitative analysis, essential for understanding the universe of educators and their Practices. The methodology consisted of making explicit the number of teachers in each school through questionnaires, considering the categories: general characterization of educators, academic formation, professional experience, continuing education and in a second part twelve questions regarding the teaching practices present in the work environment, with The objective of knowing the reality of teachers. Next, ten professionals with experience in EJA between eight and ten years were selected from the questionnaires, who were interviewed to know and deepen information that was not clear in the questionnaires. Data analysis of both questionnaires and structured interviews led to important aspects to be considered in the experience and practice of educators, including the duality of the role in the EJA modality and in the Regular High School, the latter with the specific curriculum, creating Conflicts with respect to the didactic-pedagogical structure of the EJA. In the perspective of assisting, we emphasize in the final considerations the need for greater homogeneity of the group, in order to overcome the obstacles present in the EJA field in the four schools.
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Tese de Doutoramento em Ciências da Educação
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Educação de adultos , Brasil