Os saberes dos professores da Educação de Jovens e Adultos/EJA e suas Relações com os saberes mobilizados na formação continuada
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Data
2014
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Resumo
Esta pesquisa trata dos saberes acumulados na experiência dos professores da Educação de
Jovens e Adultos (EJA) e suas relações com os saberes que se constroem durante a formação
continuada, com o objetivo de identificar de que forma esta formação contribui no processo de construção desses saberes e em quais aspectos da prática pedagógica ocorrem resistência aos saberes trabalhados na referida formação. Para a consecução desses objetivos, utilizou-se a pesquisa qualitativa-interpretativa. Para a coleta dos dados,considerou-se a entrevista
semiestruturada, a forma mais adequada para colher informações dos sujeitos pesquisados,
compostos de oito professores da EJA, duas coordenadoras ligadas a esta modalidade de
ensino e o secretário de educação do município. A análise de conteúdo de Bardin (2011) foi a metodologia utilizada para o estudo das categorias apresentadas. Freire (1996), Tardif (2010)
e Nóvoa (1992), entre outros, forneceram os subsídios teóricos para tais estudos. Os resultados alcançados apontam para uma formação continuada distante das especificidades da EJA, muitas vezes desvinculada da real necessidade de aprendizagem do professor e do aluno
deste segmento educacional.
This research aims to investigate the accumulated knowledge on the experience of teachers of Youth and Adults Education (EJA) and its relations with the knowledge that it build during the continuous education, with the purpose of identifying how this training helps in the construction of this knowledge and which aspects about the pedagogical practice occurring resistance to worked knowledge in that training. For obtain these objectives, the research used qualitative-interpretative method. To collect the data, we considered the semi-structured interview, the most appropriate way to collect information of the studied subjects, composed of eight teachers of EJA, two coordinators related to this type of education and the municipal education secretary. A content analysis of Bardin (2011) method was used to study the presented categories. Freire (1996), Tardif (2010) and Nóvoa (1992), among others, provided the theoretical basis for such studies. The obtained results point to the inexistence of a national policy of teacher education, and continuous education is far from the specifics of EJA which is often unlinked from the real need for teacher learning and student of this educational segment.
This research aims to investigate the accumulated knowledge on the experience of teachers of Youth and Adults Education (EJA) and its relations with the knowledge that it build during the continuous education, with the purpose of identifying how this training helps in the construction of this knowledge and which aspects about the pedagogical practice occurring resistance to worked knowledge in that training. For obtain these objectives, the research used qualitative-interpretative method. To collect the data, we considered the semi-structured interview, the most appropriate way to collect information of the studied subjects, composed of eight teachers of EJA, two coordinators related to this type of education and the municipal education secretary. A content analysis of Bardin (2011) method was used to study the presented categories. Freire (1996), Tardif (2010) and Nóvoa (1992), among others, provided the theoretical basis for such studies. The obtained results point to the inexistence of a national policy of teacher education, and continuous education is far from the specifics of EJA which is often unlinked from the real need for teacher learning and student of this educational segment.
Descrição
Orientação: José Bernardino Pereira Duarte ; co-orientação: Márcia Karina Silva Luiz
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCATION, EDUCAÇÃO DE JOVENS, YOUTH EDUCATION, EDUCAÇÃO DE ADULTOS, ADULT EDUCATION, FORMAÇÃO CONTÍNUA, CONTINUING EDUCATION, PROFESSORES, TEACHING