Formação de professores de jovens e adultos para o uso das tecnologias da informação e comunicação
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2019
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se no cenário atual brasileiro que a Educação de Jovens e Adultos tem obtido há
décadas o mesmo resultado no que tange à p ermanência e aprendizagem do aluno, assim
como a formação do professor que assume as turmas da EJA . O conhecimento faz parte de
uma sociedade e, como premissa social, todos têm o direito de aprender e contribuir com seus
conhecimentos com igualdade e aprov eitamento dos benefícios do saber. De acordo com a
Constituição Federal de 1988, a educação é direito de todos e essa tem sido implementada por
meio de políticas públicas criadas pelo Governo Federal e executada pelo Ministério da
Educação e Cultura (MEC). Em regime de colaboração com os estados e municípios, a
Educação de Jovens e Adultos (EJA) é uma modalidade de ensino integrante da Educação
Básica. Seu objetivo é atender os alunos que não concluíram os estudos regulares em
conformidade com a sua faixa e tária, tanto no Ensino Fundamental como no Ensino Médio. A
presente dissertação busca responder, então, os seguintes questionamentos: Os professores
que atuam na Educação de Jovens e Adultos possuem formação adequada para trabalhar com
essa modalidade de e nsino? Como as Tecnologias da Informação e Comunicação ( TIC )
podem contribuir para o desenvolvimento do processo de aprendizagem? Melo e Benavente
1978 ), Perrenoud (1999/2000), Menezes e Abreu (2010), Freire (1976/2000), Ireland (2009),
Haddad (2002), Fer nandez (2015), Hora (2010), como também a própria Constituição Federal
(1988), Constituição do Maranhão (1989), Lei de Diretrizes e Bases nº 9394 (1996), entre
outras bases legais e pensadores, dão os subsídios para o embasamento teórico desta pesquisa
cie ntífica. Tratando se de uma investigação de caráter exploratório e descritivo, abordou se
como público alvo 20 discentes e 10 docentes inseridos na modalidade EJA do Instituto
Federal de Educação, Ciência e Tecnologia do Maranhão (IFMA) Campus Zé Doca. O s
dados foram coletados por meio de questionários semiestruturados, de modo a compreender o
processo de ensino a partir do nível de formação dos docentes que lecionam na modalidade
EJA. Procurou se também saber quais são os procedimentos didáticos adotados em sala de
aula, se os professores aplicam TIC de alguma maneira e, ainda, se consideram a tecnologia
importante para obter melhoria da aprendizagem dos alunos. Finalmente, pretende se ainda
conhecer a visão dos pesquisados sobre a eficácia do uso desses recursos no ensino e
aprendizagem. O objetivo geral desta dissertação é de investigar o nível de formação dos
professores que atuam na modalidade Educação de Jovens e Adultos e o uso das Tecnologias
da Informação e Comunicação disponíveis no IFMA Campus Zé Doca.
It has been observed in the current Brazilian scenario that Youth and Adult Education has gone through decades with the same result, regarding the per manence and learning of the student, as well as the professional teacher who assumes the classes of the EJA. It is known that knowledge is part of a society, and as a social premise, everyone has the right to learn and contribute their knowledge with equal ity and use the benefit of knowledge. According to the Federal Constitution of 1988, education is the right of all, and this has been implemented through public policies created by the Federal Government and implemented by the Ministry of Education and Cul ture (MEC). In collaboration with the states and municipalities. Youth and Adult Education (EJA) is a teaching modality, an integral part of Basic Education. It aims to attend students who did not finish their studies at the age of elementary and high scho ol. As well as, it aims to answer the following questions: Do teachers who work in Youth and Adult Education have adequate training to work with this clientele? How can Information and Communication Technologies (ICTs) contribute to the development of the learning process? In order to give theoretical basis to this work, it was necessary to search in Melo and Benavente ( 1978 ), Perrenoud (1999/2000), Menezes and Abreu (2010), Freire (1976/2000), Ireland (2009), Haddad (2002), Fernandez (2010), as well as in the Federal Constitution itself (1988), Law of Guidelines and Bases 9394 (1996), among other thinkers, necessary subsidies for scientific value in the development of this research. As an exploratory and descriptive study, 10 students and 20 teachers in the EJA modality of the Federal Institute of Education, Science and Technology of Maranhão (IFMA) Zé Doca Campus, evaluated through questionnaires structured, in order to understand from the level of training of teachers who work in the modality. We also tr y to know what are the didactic procedures adopted in the classroom, and if they somehow apply ICTs, as well as how they see the importance of these tools for better student learning. Finally, we wanted to know the vision they have about the effectiveness of this didactics in teaching learning. The general objective of this research is to investigate the level of training of teachers working in the Youth and Adult Education modality and the use of Information and Communication Technologies available at the Federal Institute of Education, Science and Technology of Maranhão IFMA Zé Campus Dock.
It has been observed in the current Brazilian scenario that Youth and Adult Education has gone through decades with the same result, regarding the per manence and learning of the student, as well as the professional teacher who assumes the classes of the EJA. It is known that knowledge is part of a society, and as a social premise, everyone has the right to learn and contribute their knowledge with equal ity and use the benefit of knowledge. According to the Federal Constitution of 1988, education is the right of all, and this has been implemented through public policies created by the Federal Government and implemented by the Ministry of Education and Cul ture (MEC). In collaboration with the states and municipalities. Youth and Adult Education (EJA) is a teaching modality, an integral part of Basic Education. It aims to attend students who did not finish their studies at the age of elementary and high scho ol. As well as, it aims to answer the following questions: Do teachers who work in Youth and Adult Education have adequate training to work with this clientele? How can Information and Communication Technologies (ICTs) contribute to the development of the learning process? In order to give theoretical basis to this work, it was necessary to search in Melo and Benavente ( 1978 ), Perrenoud (1999/2000), Menezes and Abreu (2010), Freire (1976/2000), Ireland (2009), Haddad (2002), Fernandez (2010), as well as in the Federal Constitution itself (1988), Law of Guidelines and Bases 9394 (1996), among other thinkers, necessary subsidies for scientific value in the development of this research. As an exploratory and descriptive study, 10 students and 20 teachers in the EJA modality of the Federal Institute of Education, Science and Technology of Maranhão (IFMA) Zé Doca Campus, evaluated through questionnaires structured, in order to understand from the level of training of teachers who work in the modality. We also tr y to know what are the didactic procedures adopted in the classroom, and if they somehow apply ICTs, as well as how they see the importance of these tools for better student learning. Finally, we wanted to know the vision they have about the effectiveness of this didactics in teaching learning. The general objective of this research is to investigate the level of training of teachers working in the Youth and Adult Education modality and the use of Information and Communication Technologies available at the Federal Institute of Education, Science and Technology of Maranhão IFMA Zé Campus Dock.
Descrição
Orientação: Ana Benavente
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, MODELOS DE ENSINO-APRENDIZAGEM, FORMAÇÃO DE PROFESSORES, TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO, EDUCAÇÃO DE ADULTOS, EDUCAÇÃO DE JOVENS, EDUCATION, TEACHING AND LEARNING MODELS, TEACHERS EDUCATION, INFORMATION AND COMMUNICATION TECHNOLOGIES, ADULT EDUCATION, YOUTH EDUCATION, BRASIL, BRAZIL