THE TEACHER PRACTICE AND THE EVASION OF PROEJA COURSES IN IFMT - CAMPUS CUIABÁ: A PERSPECTIVE OF THE BUREAUCRAT OF THE STREET LEVEL
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Prática Docente |
Texto Completo: | https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/646 |
Resumo: | This paper shows what the perception of the main bureaucrat of street level (managers and teachers) is referent to the relation of teacher practice and the evasion of PROEJA courses in IFMT – Campus Cuiabá. The layout of the present descriptive research uses qualitative approach, combining bibliographic analysis and semi structured interviews. The results point that the two groups analyzed have: (1) similar views, understanding that, in some level, the teacher practice affects the evasion of the courses analyzed, as well as that there was a deficiency in the teacher capacitation and general institutional support in what refers to PROEJA; (2) dissonant views of how this practice affects the evasion, in the one hand, the managers credit to the teachers a feeling of prejudice in relation to PROEJA with the consequence of not adapting to the aims of the program (including the teacher practice), in the other hand, the teachers understand that, even with the lack of institutional support, they do the necessary work to the students of this program, as well as they were concerned in adjusting and adapting their teacher practice to this group, therefore, the evasion would be related to the low set of knowledge that the students have when entering PROEJA and also to the not offering a leveling by the institution. |
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THE TEACHER PRACTICE AND THE EVASION OF PROEJA COURSES IN IFMT - CAMPUS CUIABÁ: A PERSPECTIVE OF THE BUREAUCRAT OF THE STREET LEVELA PRÁTICA DOCENTE E A EVASÃO DOS CURSOS PROEJA NO IFMT - CAMPUS CUIABÁ: UMA PERSPECTIVA DOS BUROCRATAS DE NÍVEL DE RUAPrática docenteEvasãoPROEJATeacher practiceEvasionPROEJAThis paper shows what the perception of the main bureaucrat of street level (managers and teachers) is referent to the relation of teacher practice and the evasion of PROEJA courses in IFMT – Campus Cuiabá. The layout of the present descriptive research uses qualitative approach, combining bibliographic analysis and semi structured interviews. The results point that the two groups analyzed have: (1) similar views, understanding that, in some level, the teacher practice affects the evasion of the courses analyzed, as well as that there was a deficiency in the teacher capacitation and general institutional support in what refers to PROEJA; (2) dissonant views of how this practice affects the evasion, in the one hand, the managers credit to the teachers a feeling of prejudice in relation to PROEJA with the consequence of not adapting to the aims of the program (including the teacher practice), in the other hand, the teachers understand that, even with the lack of institutional support, they do the necessary work to the students of this program, as well as they were concerned in adjusting and adapting their teacher practice to this group, therefore, the evasion would be related to the low set of knowledge that the students have when entering PROEJA and also to the not offering a leveling by the institution.Este artigo demonstra qual a percepção dos principais burocratas de nível de rua (gestores e docentes) atinente à relação da prática docente e a evasão dos cursos PROEJA do IFMT – Campus Cuiabá. O desenho da presente pesquisa descritiva utiliza a abordagem qualitativa, combinando análise bibliográfica e entrevistas semiestruturadas. Os resultados percebidos apontam que os dois grupos analisados possuem: (1) visões semelhantes, entendendo que, em alguma medida, a prática docente afeta a evasão dos cursos analisados, bem como que existiu deficiência na capacitação docente e apoio institucional geral no que se refere ao PROEJA; (2) visões dissonantes de como essa prática docente afeta a evasão, na medida em que os gestores creditaram aos docentes um sentimento de preconceito em relação ao PROEJA com consequência de sua não adequação aos objetivos do programa (incluindo a prática docente), por outro lado, os professores entendem que, mesmo na falta de apoio institucional, prestam o serviço necessário aos discentes desse programa, bem como se preocuparam em adequar e adaptar sua prática docente a esse grupo, logo, a evasão estaria mais relacionada ao baixo conjunto de conhecimento que o discente possui ao entrar no PROEJA e também do não oferecimento de nivelamento por parte da instituição.Revista Prática Docente2017-07-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionHuman SciencesCiências HumanasCiências Humanasapplication/pdfhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/64610.23926/rpd.v2i1.45Revista Prática Docente (Journal Practice Teacher); Vol. 2 No. 1 (2017): Janeiro a Junho de 2017; 82-96Revista Prática Docente (Revista Práctica Docente); Vol. 2 Núm. 1 (2017): Janeiro a Junho de 2017; 82-96Revista Prática Docente; v. 2 n. 1 (2017): Janeiro a Junho de 2017; 82-962526-2149reponame:Revista Prática Docenteinstname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)instacron:IFMTporhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/646/635Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccess Costa Filho, José Vinicius daVinicius da Costa, JoséGonçalves-Costa, Lyssa2023-06-01T18:57:28Zoai:ojs2.periodicos.cfs.ifmt.edu.br:article/646Revistahttp://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpdPUBhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/oairevistapraticadocente@cfs.ifmt.edu.br||2526-21492526-2149opendoar:2023-06-01T18:57:28Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false |
dc.title.none.fl_str_mv |
THE TEACHER PRACTICE AND THE EVASION OF PROEJA COURSES IN IFMT - CAMPUS CUIABÁ: A PERSPECTIVE OF THE BUREAUCRAT OF THE STREET LEVEL A PRÁTICA DOCENTE E A EVASÃO DOS CURSOS PROEJA NO IFMT - CAMPUS CUIABÁ: UMA PERSPECTIVA DOS BUROCRATAS DE NÍVEL DE RUA |
title |
THE TEACHER PRACTICE AND THE EVASION OF PROEJA COURSES IN IFMT - CAMPUS CUIABÁ: A PERSPECTIVE OF THE BUREAUCRAT OF THE STREET LEVEL |
spellingShingle |
THE TEACHER PRACTICE AND THE EVASION OF PROEJA COURSES IN IFMT - CAMPUS CUIABÁ: A PERSPECTIVE OF THE BUREAUCRAT OF THE STREET LEVEL Costa Filho, José Vinicius da Prática docente Evasão PROEJA Teacher practice Evasion PROEJA |
title_short |
THE TEACHER PRACTICE AND THE EVASION OF PROEJA COURSES IN IFMT - CAMPUS CUIABÁ: A PERSPECTIVE OF THE BUREAUCRAT OF THE STREET LEVEL |
title_full |
THE TEACHER PRACTICE AND THE EVASION OF PROEJA COURSES IN IFMT - CAMPUS CUIABÁ: A PERSPECTIVE OF THE BUREAUCRAT OF THE STREET LEVEL |
title_fullStr |
THE TEACHER PRACTICE AND THE EVASION OF PROEJA COURSES IN IFMT - CAMPUS CUIABÁ: A PERSPECTIVE OF THE BUREAUCRAT OF THE STREET LEVEL |
title_full_unstemmed |
THE TEACHER PRACTICE AND THE EVASION OF PROEJA COURSES IN IFMT - CAMPUS CUIABÁ: A PERSPECTIVE OF THE BUREAUCRAT OF THE STREET LEVEL |
title_sort |
THE TEACHER PRACTICE AND THE EVASION OF PROEJA COURSES IN IFMT - CAMPUS CUIABÁ: A PERSPECTIVE OF THE BUREAUCRAT OF THE STREET LEVEL |
author |
Costa Filho, José Vinicius da |
author_facet |
Costa Filho, José Vinicius da Vinicius da Costa, José Gonçalves-Costa, Lyssa |
author_role |
author |
author2 |
Vinicius da Costa, José Gonçalves-Costa, Lyssa |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Costa Filho, José Vinicius da Vinicius da Costa, José Gonçalves-Costa, Lyssa |
dc.subject.por.fl_str_mv |
Prática docente Evasão PROEJA Teacher practice Evasion PROEJA |
topic |
Prática docente Evasão PROEJA Teacher practice Evasion PROEJA |
description |
This paper shows what the perception of the main bureaucrat of street level (managers and teachers) is referent to the relation of teacher practice and the evasion of PROEJA courses in IFMT – Campus Cuiabá. The layout of the present descriptive research uses qualitative approach, combining bibliographic analysis and semi structured interviews. The results point that the two groups analyzed have: (1) similar views, understanding that, in some level, the teacher practice affects the evasion of the courses analyzed, as well as that there was a deficiency in the teacher capacitation and general institutional support in what refers to PROEJA; (2) dissonant views of how this practice affects the evasion, in the one hand, the managers credit to the teachers a feeling of prejudice in relation to PROEJA with the consequence of not adapting to the aims of the program (including the teacher practice), in the other hand, the teachers understand that, even with the lack of institutional support, they do the necessary work to the students of this program, as well as they were concerned in adjusting and adapting their teacher practice to this group, therefore, the evasion would be related to the low set of knowledge that the students have when entering PROEJA and also to the not offering a leveling by the institution. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-07-08 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Human Sciences Ciências Humanas Ciências Humanas |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/646 10.23926/rpd.v2i1.45 |
url |
https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/646 |
identifier_str_mv |
10.23926/rpd.v2i1.45 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/646/635 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Revista Prática Docente |
publisher.none.fl_str_mv |
Revista Prática Docente |
dc.source.none.fl_str_mv |
Revista Prática Docente (Journal Practice Teacher); Vol. 2 No. 1 (2017): Janeiro a Junho de 2017; 82-96 Revista Prática Docente (Revista Práctica Docente); Vol. 2 Núm. 1 (2017): Janeiro a Junho de 2017; 82-96 Revista Prática Docente; v. 2 n. 1 (2017): Janeiro a Junho de 2017; 82-96 2526-2149 reponame:Revista Prática Docente instname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) instacron:IFMT |
instname_str |
Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) |
instacron_str |
IFMT |
institution |
IFMT |
reponame_str |
Revista Prática Docente |
collection |
Revista Prática Docente |
repository.name.fl_str_mv |
Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) |
repository.mail.fl_str_mv |
revistapraticadocente@cfs.ifmt.edu.br|| |
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1797068944709779456 |