Ensino aprendizagem na educação de jovens e adultos : práxis pedagógicas
Miniatura indisponível
Data
2021
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
A Educação de Jovens e Adultos (EJA), historicamente, está marcada por um caráter mais
assistencialista do que de direitos.
Para pensar em uma educação voltada para a efetiva aprendizagem do aluno é preciso
mudanças nas atitudes em relação a esta modalidade de ensino compensatória, a partir de
posturas democráticas. Os alunos da EJA já trazem consigo experiências e saberes que
necessitam ser incorporados às práticas pedagógicas, as quais precisam de modelos
curriculares que contemplem a construção desse saber, promovam as aprendizagens
significativas e proporcionem a inclusão de todos os sujeitos. Neste sentido, são necessários
questionamentos diante dessa problemática em prol da atuação pedagógica no processo
ensino-aprendizagem dos educandos no domínio da EJA, que garantam a todos a aquisição
dos saberes necessários ao desenvolvimento do aluno e da prática pedagógica dos professores,
que são os facilitadores da aprendizagem. O presente trabalho baseia-se num estudo que tem
como questão de partida saber de que forma os docentes articulam a sua atuação pedagógica
no processo de ensino e de aprendizagem dos educandos, no domínio da EJA. O objetivo é
conhecer o desenvolvimento das práticas pedagógicas dos professores no processo de ensino e
de aprendizagem nessa modalidade. O estudo insere-se no paradigma interpretativo e baseia se num estudo de caso, com uma abordagem metodológica de natureza qualitativa e descritiva
dos dados. A coleta de dados foi realizada por meios de recolha documental, grupo focal com
os professores participantes e através de um questionário à coordenadora e aos alunos. Os
alunos do 2º ao 9º ano da EJA foram abordados através da técnica investigação de inquérito
por questionário. Após a análise dos dados constata-se que, normalmente, os professores
enfatizam a valorização dos conteúdos, em detrimento de uma formação que não condiz às
necessidades dos alunos e às pedagogias ativas. Existe uma fraca relação entre a teoria prática, a ausência de práticas ajustadas às adequações curriculares às especificidades dos
alunos. A pesquisa demonstrou que os professores evidenciam uma prática desvinculada da
realidade dos educandos, tendo em vista a falta de práticas consistentes que valorizem o saber
e a apropriação do conhecimento. Com base nos resultados, importa (re) pensar as políticas
públicas para a EJA que atendam às demandas do sistema e viabilizem a inclusão social
Historically, youths and Adults Education (EJA) is marked by more assistance's character than rights. An education focused on effective student learning requires changes in attitudes towards this type of compensatory teaching, based on democratic attitudes. EJA's students already bring experiences and knowledge that need to be incorporated into pedagogical practices, which need curricular models that contemplate the construction of this knowledge, promote meaningful learning, and provide for the inclusion of all subjects. In this sense, it is necessary to question this problem in favour of the pedagogical action in the teaching-learning process of students in the field of EJA, guaranteeing the acquisition of knowledge required for the student's development. This research is based on a study that has as a starting point to know how teachers articulate their pedagogical performance in students' teaching and learning process in EJA. And, consequently, the goal is to see the development of teachers' pedagogical practices in the teaching and learning process in this modality. The study is part of the interpretative paradigm and is based on a case study, with a methodological approach of qualitative and descriptive nature of the data. Data collection was performed through the documentary collection, a focus group with the participating teachers, and a questionnaire. The coordinator and students from the 2nd to the 9th grade of the EJA were approached through the survey. Data shows that teachers usually emphasize the appreciation of the content rather than holistic training that matches the needs of students and the active pedagogies. There is a weak relationship between theory and practice, the absence of techniques adjusted to curricular adaptations and specificities from the students. The research showed that teachers show a method detached from the reality of students, considering the lack of consistent practices that value knowledge and the appropriation of knowledge. Based on the results, it is essential to (re)think of the public policies for EJA that meet the demands of the education system and enable social inclusion.
Historically, youths and Adults Education (EJA) is marked by more assistance's character than rights. An education focused on effective student learning requires changes in attitudes towards this type of compensatory teaching, based on democratic attitudes. EJA's students already bring experiences and knowledge that need to be incorporated into pedagogical practices, which need curricular models that contemplate the construction of this knowledge, promote meaningful learning, and provide for the inclusion of all subjects. In this sense, it is necessary to question this problem in favour of the pedagogical action in the teaching-learning process of students in the field of EJA, guaranteeing the acquisition of knowledge required for the student's development. This research is based on a study that has as a starting point to know how teachers articulate their pedagogical performance in students' teaching and learning process in EJA. And, consequently, the goal is to see the development of teachers' pedagogical practices in the teaching and learning process in this modality. The study is part of the interpretative paradigm and is based on a case study, with a methodological approach of qualitative and descriptive nature of the data. Data collection was performed through the documentary collection, a focus group with the participating teachers, and a questionnaire. The coordinator and students from the 2nd to the 9th grade of the EJA were approached through the survey. Data shows that teachers usually emphasize the appreciation of the content rather than holistic training that matches the needs of students and the active pedagogies. There is a weak relationship between theory and practice, the absence of techniques adjusted to curricular adaptations and specificities from the students. The research showed that teachers show a method detached from the reality of students, considering the lack of consistent practices that value knowledge and the appropriation of knowledge. Based on the results, it is essential to (re)think of the public policies for EJA that meet the demands of the education system and enable social inclusion.
Descrição
Orientação: Jacinto Serrão de Freitas
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCAÇÃO DE JOVENS, EDUCAÇÃO DE ADULTOS, PRÁTICAS PEDAGÓGICAS, PROCESSO DE ENSINO-APRENDIZAGEM, EDUCATION, YOUTH EDUCATION, ADULT EDUCATION, PEDAGOGICAL PRACTICES, TEACHING-LEARNING PROCESS