Saberes docentes mobilizados no ensino de EJA e sua relevância na vida cotidiana do aluno
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2012
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A preocupação central desta pesquisa foi compreendermos quais os saberes docentes que o professor de EJA mobiliza na organização do seu trabalho em sala de aula e a relevância desses saberes no cotidiano do aluno de Escolas Estaduais da cidade de Garanhuns, Pernambuco, Brasil. A pesquisa foi conduzida com 100 discentes da EJA que estudam em quatro escolas da referida cidade e com oito docentes que lecionam nas referidas Instituições. Procedeu-se à aplicação de um questionário validado e adaptado aos discentes e uma entrevista semi-estruturada aos docentes dessa modalidade. A análise dos dados quantitativos foi realizada por meio do programa SPSS; enquanto a análise dos dados qualitativos foi orientada pela análise de discurso. Os resultados evidenciaram a falta de formação profissional específica dos docentes para trabalhar com a EJA, bem como a necessidade de uma política educacional voltada para essa modalidade de ensino, visto que, apesar de a maioria dos professores recorrerem aos diferentes saberes adquiridos em sua trajetória, a educação de jovens e adultos ainda expressa um reflexo de exclusão e ideologia apresentando bastante dificuldade. Assim, sugere-se que muito se tem a evoluir para que toda a potencialidade utilizada a favor do ensino de jovens e adultos obtenha sucesso, tanto para construção das práticas pedagógicas de seus docentes quanto para a facilitação do processo de ensino-aprendizagem com os alunos.
The central concern of this research was to understand what the teacher knowledge that the teacher of adult education mobilizes the organization of their work in the classroom and the relevance of this knowledge in daily student of state schools in the city of Garanhuns, Pernambuco, Brazil. The research was conducted with 100 students studying in the EJA four schools of that city and eight teachers who teach in these institutions. The examination consisted of a questionnaire validated and adapted to students and a semi-structured interview the teachers of this modality. The quantitative analysis was performed using SPSS, while the qualitative data analysis was guided by discourse analysis. The results showed the lack of specific training of teachers to work with adult education, as well as the need for an educational policy aimed at this type of education, since, although most teachers resort to different knowledge acquired in his career, education of young people and adults still expressed a reflection ideology of exclusion and presenting some difficulty. Thus, it is suggested that much has to evolve so that all potential used for the education of young people and adults to succeed, both for construction of the pedagogical practices of their teachers and to facilitate the process of teaching and learning with students.
The central concern of this research was to understand what the teacher knowledge that the teacher of adult education mobilizes the organization of their work in the classroom and the relevance of this knowledge in daily student of state schools in the city of Garanhuns, Pernambuco, Brazil. The research was conducted with 100 students studying in the EJA four schools of that city and eight teachers who teach in these institutions. The examination consisted of a questionnaire validated and adapted to students and a semi-structured interview the teachers of this modality. The quantitative analysis was performed using SPSS, while the qualitative data analysis was guided by discourse analysis. The results showed the lack of specific training of teachers to work with adult education, as well as the need for an educational policy aimed at this type of education, since, although most teachers resort to different knowledge acquired in his career, education of young people and adults still expressed a reflection ideology of exclusion and presenting some difficulty. Thus, it is suggested that much has to evolve so that all potential used for the education of young people and adults to succeed, both for construction of the pedagogical practices of their teachers and to facilitate the process of teaching and learning with students.
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Orientação: Maria das Graças Andrade Ataíde de Almeida ; co-orientação: Manuel Tavares Gomes
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EDUCAÇÃO, EDUCATION, EDUCAÇÃO DE ADULTOS, ADULT EDUCATION, BRASIL, BRAZIL, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO DE JOVENS, YOUTH EDUCATION