Conceções dos professores acerca dos saberes a serem ministrados no ensino de EJA
Miniatura indisponível
Data
2016
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
Esta investigação tem como questão de partida saber qual a conceção dos professores acerca do trabalho docentes no ensino da EJA – Educação de Jovens e Adultos -, e como esses saberes perpassam na prática pedagógica em relação ao cotidiano dos educandos. Procurou-se também identificar na prática pedagógica utilizada pelos professores de EJA se o currículo eleito se volta para o contexto de vida dos alunos. Elegeu-se as seguintes categorias teóricas que deram suporte à pesquisa empírica: EJA; saberes docentes; currículo e práticas pedagógicas.
O método eleito foi a abordagem qualitativa, voltada para o estudo de caso (Yin,1989), tendo como locus uma escola em Recife, Pernambuco. Trabalhou-se com a entrevista semiestruturada, buscando na produção de discurso dos professores, sujeitos da pesquisa, suas conceções de saberes e prática pedagógica no ensino da Educação de Jovens e Adultos, sua relação com o currículo escolar e as relações deste currículo com a vida cotidiana dos alunos.
A análise dos dados da investigação voltou-se para o aporte teórico metodológico da Análise do Discurso (AD) na linha francesa, procurando entender os sentidos e as significações desta produção discursiva. Os resultados da investigação apontam na narrativa dos professores a evidência de uma prática pedagógica voltada para uma forma linear de ensinar no fundamental e médio, veiculando a mesma proposta pedagógica para a modalidade em EJA, sem levar em consideração as diversidades e diferenças dos alunos da EJA e os alunos do ensino regular.
The main objective of this research consists on knowing the teachers’conception on the teaching work concerning the EJA – Youth and Adult Education, and also to analyze the impact of this knowledge on the pedagogical practice, in the daily life of these students. We also tried to identify in the pedagogical practice used by EJA teachers, if the elected school curriculum concerns the way of life of the students. We elected the following theoretical categories, which gave support to the empirical research: Youth and Adult Education (EJA); Teaching Knowledge; School Curriculum and Pedagogical Practices. The elected method used was the qualitative one, facing the case study (Yin, 1989), centered in one school in Recife, Pernambuco. We adopted the semi-structured interview, searching in the teachers’speeches, as research subjects, their conceptions, knowledge and pedagogical practices, concerning the teaching on Youth and Adult Education, so as its relation to the curriculum and their own lives. The data analysis resulting of this research also includes the speech analysis following the french way, in order to understand the significance of this discursive method. The results of this research show, on the teacher’s speech, the evidence of a pedagogical practice turned to a 0linear way of teaching, concerning the fundamental and medium levels of education, quite the same as the one used in the EJA teaching, without taking in consideration the diversity and real differences between the EJA students and those of the regular education ones.
The main objective of this research consists on knowing the teachers’conception on the teaching work concerning the EJA – Youth and Adult Education, and also to analyze the impact of this knowledge on the pedagogical practice, in the daily life of these students. We also tried to identify in the pedagogical practice used by EJA teachers, if the elected school curriculum concerns the way of life of the students. We elected the following theoretical categories, which gave support to the empirical research: Youth and Adult Education (EJA); Teaching Knowledge; School Curriculum and Pedagogical Practices. The elected method used was the qualitative one, facing the case study (Yin, 1989), centered in one school in Recife, Pernambuco. We adopted the semi-structured interview, searching in the teachers’speeches, as research subjects, their conceptions, knowledge and pedagogical practices, concerning the teaching on Youth and Adult Education, so as its relation to the curriculum and their own lives. The data analysis resulting of this research also includes the speech analysis following the french way, in order to understand the significance of this discursive method. The results of this research show, on the teacher’s speech, the evidence of a pedagogical practice turned to a 0linear way of teaching, concerning the fundamental and medium levels of education, quite the same as the one used in the EJA teaching, without taking in consideration the diversity and real differences between the EJA students and those of the regular education ones.
Descrição
Orientação: Gisélia Maria Martins Felício
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCATION, EDUCAÇÃO DE JOVENS, YOUTH EDUCATION, EDUCAÇÃO DE ADULTOS, ADULT EDUCATION, PRÁTICAS PEDAGÓGICAS, PEDAGOGICAL PRACTICES, CURRÍCULOS ESCOLARES, SCHOOL CURRICULA, BRASIL, BRAZIL