Fatores condicionantes da aprendizagem de adultos: estudo realizado na escola de ensino fundamental Antenor Naspolini
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2016
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Este estudo tem como objetivo principal analisar quais os fatores condicionantes que influenciam na aprendizagem de adultos. Como objetivos específicos, buscou-se identificar quais os fatores que influenciam neste processo; analisar as relações existentes entre faixa etária, experiência profissional e classe social no processo de aprendizagem de adultos e compreender o processo de aprendizagem de adultos, segundo os princípios andragógicos e sua aplicabilidade, levando em conta os fatores que influenciam neste processo. O embasamento teórico desse estudo fundamentou-se na literatura de Freire (2003), Duarte (2000), Oliveira (2013), Vygotsky (1996), LDB (9.394/96), Soares (2014), Freud (1992), Marconi e Lakatos (2006), Santos (2009), Candau (2011), Somera (2010), Almeida (2011), Masetto (2011), Sánchez (2001), Carreiro (2012), Perissé (2004), Cafarella (1991), Morin (2003), Knowles, Holton e Seanson (2011), entre outros. Como metodologia para este estudo foi adotada uma pesquisa do tipo quantiqualitativa de caráter exploratório e descritivo. A pesquisa foi desenvolvida na Escola de Ensino Fundamental Antenor Naspolini com quatro turmas de EJA (I, II, III e IV) do ano de 2014. No total participaram 105 alunos pertencentes aos quatros seguimentos. Como instrumentos de coletas de dados teve-se uma busca de informações através da pesquisa documental, bibliográfica e a aplicação de um questionário aos 105 alunos da referida escola. O questionário constou das seguintes categorias: faixa etária, profissão, experiência profissional, classe social e resultados (aprovação e reprovação). Como instrumentos de análise dos dados coletados tivemos a análise estatística dos dados e a análise de conteúdo. A coleta de dados contou com o auxílio da coordenação da referida escola, gestora, secretária escolar e os quatros professores das turmas acima mencionadas. Após a análise dos dados e os resultados obtidos, com base nessa realidade, percebe-se que é necessário professor, aluno e instituição fazer uma revisão pessoal, uma autoavaliação, rever os métodos de ensino e conhecer na íntegra a importância de cada princípio andragógico e sua possível aplicabilidade na aprendizagem de adultos. Após a exploração da literatura, percebeu-se que cada um destes tem sua parcela de contribuição na trajetória do aluno adulto. Os achados revelam que o ensino deve ser repensado, promovendo condições libertadoras e destacando a importância de uma metodologia que possibilite abertura para os alunos adequarem seu processo de aprendizagem à sua forma particular de estudar e aprender.
This study is meant to examine the conditional factors influencing in adult learning. As specific objectives, we sought to identify the factors that influence this process; analyze the relationship between age, work experience and social class in the adult learning process and understand the process of adult learning under the andragogical principles and its application, taking into account the factors that influence this process. The theoretical basis of this study was based on Freire's work (2003), Duarte (2000), Oliveira (2013), Vygotsky (1996), LDB (9.394 / 96), Soares (2014), Freud (1992), Marconi and Lakatos (2006), Santos (2009), Candau (2011), Somera (2010), Almeida (2011), Masetto (2011), Sánchez (2001), Carrero (2012), Perissé (2004), Cafarella (1991), Morin (2003), Knowles, Holton and Seanson (2011), among others. The methodology adopted for this study was a survey of quantitative and qualitative type of exploratory and descriptive character. The research was conducted in the Elementary School Antenor Naspolini with four classes of EJA (I, II, III and IV) of 2014. In total participated 105 students belonging to the four segments. As data collection instruments there was a search for information through desk research, literature and the application of a questionnaire to 105 students of that school. The questionnaire consisted of the following categories: age, profession, work experience, social class and results (pass and fail). As the collected data analysis tools we had the statistical analysis and content analysis. Data collection was aided by school management, school secretary and the four teachers of the above mentioned classes. After analyzing the data and results, based on this fact, one realizes that it is necessary teacher, student and institution make a personal review, a self-assessment, review teaching methods and meet fully the importance of each andragogical principle and its possible applicability in adult learning. After exploring the literature, it was realized that each of these has its share of contribution in the trajectory of the adult learner. The findings reveal that teaching must be rethought promoting liberating conditions highlighting the importance of a methodology that enables students to fit their learning process to its particular way to study and learn.
This study is meant to examine the conditional factors influencing in adult learning. As specific objectives, we sought to identify the factors that influence this process; analyze the relationship between age, work experience and social class in the adult learning process and understand the process of adult learning under the andragogical principles and its application, taking into account the factors that influence this process. The theoretical basis of this study was based on Freire's work (2003), Duarte (2000), Oliveira (2013), Vygotsky (1996), LDB (9.394 / 96), Soares (2014), Freud (1992), Marconi and Lakatos (2006), Santos (2009), Candau (2011), Somera (2010), Almeida (2011), Masetto (2011), Sánchez (2001), Carrero (2012), Perissé (2004), Cafarella (1991), Morin (2003), Knowles, Holton and Seanson (2011), among others. The methodology adopted for this study was a survey of quantitative and qualitative type of exploratory and descriptive character. The research was conducted in the Elementary School Antenor Naspolini with four classes of EJA (I, II, III and IV) of 2014. In total participated 105 students belonging to the four segments. As data collection instruments there was a search for information through desk research, literature and the application of a questionnaire to 105 students of that school. The questionnaire consisted of the following categories: age, profession, work experience, social class and results (pass and fail). As the collected data analysis tools we had the statistical analysis and content analysis. Data collection was aided by school management, school secretary and the four teachers of the above mentioned classes. After analyzing the data and results, based on this fact, one realizes that it is necessary teacher, student and institution make a personal review, a self-assessment, review teaching methods and meet fully the importance of each andragogical principle and its possible applicability in adult learning. After exploring the literature, it was realized that each of these has its share of contribution in the trajectory of the adult learner. The findings reveal that teaching must be rethought promoting liberating conditions highlighting the importance of a methodology that enables students to fit their learning process to its particular way to study and learn.
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Orientação: João José Saraiva da Fonseca ; co-orientação: José Viegas Brás
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO DE ADULTOS, ADULT EDUCATION, APRENDIZAGEM, LEARNING, ENSINO, TEACHING, BRASIL, BRAZIL, EDUCAÇÃO, EDUCATION