A mudan??a do perfil do p??blico da EJA: desafios e perspectivas
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da Uninove |
Texto Completo: | http://bibliotecatede.uninove.br/handle/tede/1215 |
Resumo: | This Dissertation has the theme Youth and Adult Education (EJA) in Primary Education II studies and an Integrated Centre for Youth and Adult Education (CIEJA) located in S??o Paulo. To understand its purpose: a change of the EJA public profile, with clipping about the inclusion of young people in their first job, starting from the theoretical framework of critical theory of Frankfurt in dialogue with Paulo Freire and other authors who deal with this issue, presents research issues that question the subject: What factors contribute to the change of the EJA public profile (especially age) in the last ten years? What is the importance of this mode of education in socio-professional insertion of the young? What training opportunities are possible in the context pointed? Students of IV modules (their 8th and 9th grades) aged between 15 and 18 years will be heard through oral life story narratives to prove or disprove the hypothesis that answer these questions. The first hypothesis assumes that the factors contributing to the change in the age profile of the public especially the EJA have been: the dissemination of projects and public programs of Youth and Adult Education; the increase in years of compulsory permanence in school; schooling right expectations for all determined by the LDB and subsequent standardization; dropout and repetition of young people and teenagers in mainstream education; the need to accelerate the studies of these young people for entering the labor market. The second hypothesis suggests that the young person does not receive training and tools necessary to face the demands and contradictions of this social model that determines the youth of low income (for their insertion in the labor market), only the areas of providing poor service and he, not being formed to have a critical reading of reality and lie therein shall be subject to such working conditions, living up, in most cases, no more than twice the minimum wage. In this perspective, the school has the role only to mold him to receive orders and be obedient to the rules that culminate with the needs of the contemporary capitalism imposes, not contributing to the emancipation of their conditions of life and work. The third hypothesis indicates that in serving the diverse audience of EJA are not established, effectively, the relationship between education and work. The objectives are: to identify the main factors influencing the change in the profile of EJA in the last 10 years; verify the contributions of EJA for the inclusion of youth in the labor market, specifically the first job and think about training practices to meet the increasingly diverse audience that attends. The empirical research methodology includes desk research and literature plus the history of life theme. The use of life history method constituted material for analysis, determining the following categories: discursive fragmentation and shallow thinking; linkages apparently superfluous; contradiction between the real and the possible; Rushing to complete schooling and pseudo-formation. From the analysis of the content of oral narratives of life story, it was found that the hypotheses are confirmed and the results showed that there are contradictions to be overcome for a better articulation between the training undertaken in EJA and the world of work. |
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Roggero, Rosemaryhttp://lattes.cnpq.br/6133043453679958Roggero, Rosemaryhttp://lattes.cnpq.br/6133043453679958Haas, Celia Mariahttp://lattes.cnpq.br/9653389289239837Stangherlim, Robertahttp://lattes.cnpq.br/0630080591569020Vercelli, Ligia Carvalho Ab??eshttp://lattes.cnpq.br/5752708237178189Jr, Carlos Ant??nio Giovinazzohttp://lattes.cnpq.br/5969230919823134Corte, Luciane Cristina2016-05-05T20:34:45Z2016-02-04Corte, Luciane Cristina. A mudan??a do perfil do p??blico da EJA: desafios e perspectivas. 2016. 179 f. Disserta????o( p) - Universidade Nove de Julho, S??o Paulo.http://bibliotecatede.uninove.br/handle/tede/1215This Dissertation has the theme Youth and Adult Education (EJA) in Primary Education II studies and an Integrated Centre for Youth and Adult Education (CIEJA) located in S??o Paulo. To understand its purpose: a change of the EJA public profile, with clipping about the inclusion of young people in their first job, starting from the theoretical framework of critical theory of Frankfurt in dialogue with Paulo Freire and other authors who deal with this issue, presents research issues that question the subject: What factors contribute to the change of the EJA public profile (especially age) in the last ten years? What is the importance of this mode of education in socio-professional insertion of the young? What training opportunities are possible in the context pointed? Students of IV modules (their 8th and 9th grades) aged between 15 and 18 years will be heard through oral life story narratives to prove or disprove the hypothesis that answer these questions. The first hypothesis assumes that the factors contributing to the change in the age profile of the public especially the EJA have been: the dissemination of projects and public programs of Youth and Adult Education; the increase in years of compulsory permanence in school; schooling right expectations for all determined by the LDB and subsequent standardization; dropout and repetition of young people and teenagers in mainstream education; the need to accelerate the studies of these young people for entering the labor market. The second hypothesis suggests that the young person does not receive training and tools necessary to face the demands and contradictions of this social model that determines the youth of low income (for their insertion in the labor market), only the areas of providing poor service and he, not being formed to have a critical reading of reality and lie therein shall be subject to such working conditions, living up, in most cases, no more than twice the minimum wage. In this perspective, the school has the role only to mold him to receive orders and be obedient to the rules that culminate with the needs of the contemporary capitalism imposes, not contributing to the emancipation of their conditions of life and work. The third hypothesis indicates that in serving the diverse audience of EJA are not established, effectively, the relationship between education and work. The objectives are: to identify the main factors influencing the change in the profile of EJA in the last 10 years; verify the contributions of EJA for the inclusion of youth in the labor market, specifically the first job and think about training practices to meet the increasingly diverse audience that attends. The empirical research methodology includes desk research and literature plus the history of life theme. The use of life history method constituted material for analysis, determining the following categories: discursive fragmentation and shallow thinking; linkages apparently superfluous; contradiction between the real and the possible; Rushing to complete schooling and pseudo-formation. From the analysis of the content of oral narratives of life story, it was found that the hypotheses are confirmed and the results showed that there are contradictions to be overcome for a better articulation between the training undertaken in EJA and the world of work.Esta Disertaci??n tiene como tema la Educaci??n de J??venes y Adultos (EJA) en el Ense??o Primario II y estudia un Centro Integrado de Educa????o de Jovens e Adultos (CIEJA) ubicado en la ciudad de S??o Paulo. Para entender su prop??sito: un cambio en el perfil del p??blico de la EJA, con recorte sobre la inserci??n del j??ven en en primer empleo, a partir del referencial te??rico de la teoria cr??tica de Frankfurt en dial??go con Paulo Freire y otros autores que versan sobre esa tem??tica. Las cuestiones de pesquisa que problematizan el tema son: ??Qu?? factores contribuyen para el cambio del perfil del p??blico de la EJA (en especial el etario) en los ??ltimos diez a??os? ??Cu??l es la importancia de esa modalidad de escolarizaci??n en la inserci??n socio-profesional de los j??venes? ??Qu?? posibilidades formativas son posibles en el contexto se??alado? Escuchar a los alumnos de los M??dulos IV (8.?? y 9.?? a??os) de edades comprendidas entre 15 y 18 a??os a trav??s de las narraciones orales de vida para probar o refutar las hip??tesis que contestan a esas preguntas. La primer hip??tesis supone que los factores que contribuyen para el cambio del perfil, en especial, el etario, del p??blico EJA han sido: la difusi??n de proyectos y programas p??blicos de educaci??n de j??venes y adultos; el aumento de los a??os de permanencia obligatoria en la escuela; escolarizaci??n; expectativas de derechos de escolarizaci??n para todos determinada por la LDB y posterior normalizaci??n; deserci??n y la repetici??n de los j??venes y adolecentes en la educaci??n general; la necesidad de acelerar los estudios de estos j??venes para acceder al mercado laboral. La segunda hip??tesis sugiere que el j??ven no recibe la formaci??n y los instrumentos necesarios para enfrentar las demandas y las contradicciones de ese modelo de sociedad que determina al j??ven de baja renta (en cuanto a su inserci??n al mercado de trabajo), s??lo las ??reas de prestaci??n de servicios precarios, y ??l, sin formaci??n para una lectura cr??tica de la realidad y en ella situarse, se sujeta a esas condiciones de trabajo, mereciendo, en la mayor??a de los casos, no m??s de dos salarios m??nimos. En esta perspectiva, la escuela tiene el papel s??lo de le moldar para recibir ??rdenes y ser obediente a las reglas que culminan con las necesidades que el capitalismo contempor??neo impone, dejando de contribuir para la emancipaci??n de sus condiciones de vida y trabajo. La tercera hip??tesis se??ala que en el atendimiento al p??blico diverso de la EJA no son establecidas, de modo eficaz, las relaciones entre escolarizaci??n y trabajo. Los objetivos son: identificar los principales factores que influyen en el cambio en el perfil de la educaci??n de adultos en los 10 a??os; verificar los aportes de la educaci??n de adultos para la inclusi??n de los j??venes en el mercado laboral, en espec??fico al primer empleo, y pensar en las pr??cticas de formaci??n para atendimiento al p??blico cada vez m??s diverso que la frecuenta. La metodolog??a de la pesquisa emp??rica engloba pesquisa documental y bibliogr??fica a??adida a la historia de vida tem??tica. El uso del m??todo de la historia la vida material constituido para el an??lisis , la determinaci??n de las siguientes categor??as: Fragmentaci??n discursivo y pensamiento superficial; V??nculos aparentemente superfluos; Contradicci??n entre lo real y lo posible; Corriendo para completar la escolarizaci??n y pseudo-formaci??n . A partir del an??lisis del contenido de las narrativas orales de historia de vida, se constat?? que las hip??tesis se confirman y los resultados mostraron que hay contradicciones a superar para una major articulaci??n entre la formaci??n realizada en la EJA y el mundo del trabajo.A presente Disserta????o tem como tema a Educa????o de Jovens e Adultos (EJA) no Ensino Fundamental II e estuda um Centro Integrado de Educa????o de Jovens e Adultos (CIEJA) localizado no munic??pio de S??o Paulo. Para compreender o seu objeto: a mudan??a do perfil do p??blico da EJA, com recorte sobre a inser????o do jovem no primeiro emprego, partindo do referencial te??rico da teoria cr??tica de Frankfurt em di??logo com Paulo Freire e outros autores que versam sobre essa tem??tica, apresenta as quest??es de pesquisa que problematizam o tema: Quais fatores contribuem para a mudan??a do perfil do p??blico da EJA (especialmente et??rio) nos ??ltimos dez anos? Qual ?? a import??ncia dessa modalidade de escolariza????o na inser????o socioprofissional do jovem? Quais possibilidades formativas s??o poss??veis no contexto apontado?, ouviu alunos dos M??dulos IV (respectivos 8?? e 9?? anos) com idade entre 15 e 18 anos por meio de narrativas orais de hist??ria de vida para comprovar ou refutar as hip??teses que respondem essas perguntas. A primeira hip??tese pressup??e que os fatores que contribuem para a mudan??a do perfil especialmente et??rio do p??blico da EJA t??m sido: a difus??o de projetos e programas p??blicos de Educa????o de Jovens e Adultos; o aumento dos anos de perman??ncia obrigat??ria na escola; expectativas de direito de escolariza????o para todos determinada pela LDB/96 e normatiza????o subsequente; evas??o e repet??ncia dos jovens e adolescentes no ensino regular; a necessidade de acelerar os estudos desses jovens para inser????o no mercado de trabalho. A segunda hip??tese sugere que o jovem n??o recebe forma????o e instrumentos necess??rios para enfrentar as demandas e contradi????es desse modelo de sociedade que determina ao jovem de baixa renda (quanto ?? sua inser????o do mercado de trabalho), apenas as ??reas de presta????o de servi??o prec??rio e, ele, n??o sendo formado para ter uma leitura cr??tica da realidade e situar-se nela, se sujeita a essas condi????es de trabalho, fazendo jus, na maioria dos casos, a n??o mais que dois sal??rios m??nimos. Nesta perspectiva, a escola tem o papel apenas de mold??-lo para receber ordens e ser obediente ??s regras que culminam com as necessidades que o capitalismo contempor??neo imp??e, n??o contribuindo para a emancipa????o de suas condi????es de vida e trabalho. A terceira hip??tese sinaliza que no atendimento ao p??blico diverso da EJA n??o s??o estabelecidas, de maneira eficaz, as rela????es entre escolariza????o e trabalho. Os objetivos s??o: identificar os principais fatores que influenciam a mudan??a do perfil da EJA nos ??ltimos 10 anos; verificar as contribui????es da EJA para a inser????o do jovem no mercado de trabalho, especificamente ao primeiro emprego e refletir acerca das pr??ticas formativas para atendimento do p??blico cada vez mais diverso que a frequenta. A metodologia da pesquisa emp??rica engloba pesquisa documental e bibliografia somada ?? hist??ria de vida tem??tica. A utiliza????o do m??todo de hist??ria de vida constituiu material para an??lise, determinando as seguintes categorias: Fragmenta????o discursiva e pensamento superficial; V??nculos aparentemente sup??rfluos; Contradi????o entre o real e o poss??vel; Pressa em concluir a escolariza????o e pseudoforma????o. A partir da an??lise do conte??do das narrativas orais de hist??ria de vida, constatou-se que as hip??teses se confirmam e os resultados mostraram que h?? contradi????es a serem superadas para uma melhor articula????o entre a forma????o realizada na EJA e o mundo do trabalho.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-05-05T20:34:45Z No. of bitstreams: 1 Luciane Cristina Corte.pdf: 1408446 bytes, checksum: dedd4fb01ccde115f96ed2e587b514ad (MD5)Made available in DSpace on 2016-05-05T20:34:45Z (GMT). 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dc.title.por.fl_str_mv |
A mudan??a do perfil do p??blico da EJA: desafios e perspectivas |
dc.title.alternative.eng.fl_str_mv |
The change of the EJA public profile: challenges and prospects |
title |
A mudan??a do perfil do p??blico da EJA: desafios e perspectivas |
spellingShingle |
A mudan??a do perfil do p??blico da EJA: desafios e perspectivas Corte, Luciane Cristina Mudan??a de perfil EJA jovens trabalho hist??ria oral Profile switch. EJA young work oral history Cambio de perfil EJA j??venes trabajo historia oral CIENCIAS HUMANAS::EDUCACAO |
title_short |
A mudan??a do perfil do p??blico da EJA: desafios e perspectivas |
title_full |
A mudan??a do perfil do p??blico da EJA: desafios e perspectivas |
title_fullStr |
A mudan??a do perfil do p??blico da EJA: desafios e perspectivas |
title_full_unstemmed |
A mudan??a do perfil do p??blico da EJA: desafios e perspectivas |
title_sort |
A mudan??a do perfil do p??blico da EJA: desafios e perspectivas |
author |
Corte, Luciane Cristina |
author_facet |
Corte, Luciane Cristina |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Roggero, Rosemary |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6133043453679958 |
dc.contributor.referee1.fl_str_mv |
Roggero, Rosemary |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/6133043453679958 |
dc.contributor.referee2.fl_str_mv |
Haas, Celia Maria |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/9653389289239837 |
dc.contributor.referee3.fl_str_mv |
Stangherlim, Roberta |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/0630080591569020 |
dc.contributor.referee4.fl_str_mv |
Vercelli, Ligia Carvalho Ab??es |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/5752708237178189 |
dc.contributor.referee5.fl_str_mv |
Jr, Carlos Ant??nio Giovinazzo |
dc.contributor.referee5Lattes.fl_str_mv |
http://lattes.cnpq.br/5969230919823134 |
dc.contributor.author.fl_str_mv |
Corte, Luciane Cristina |
contributor_str_mv |
Roggero, Rosemary Roggero, Rosemary Haas, Celia Maria Stangherlim, Roberta Vercelli, Ligia Carvalho Ab??es Jr, Carlos Ant??nio Giovinazzo |
dc.subject.por.fl_str_mv |
Mudan??a de perfil EJA jovens trabalho hist??ria oral Profile switch. EJA young work oral history Cambio de perfil EJA j??venes trabajo historia oral |
topic |
Mudan??a de perfil EJA jovens trabalho hist??ria oral Profile switch. EJA young work oral history Cambio de perfil EJA j??venes trabajo historia oral CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This Dissertation has the theme Youth and Adult Education (EJA) in Primary Education II studies and an Integrated Centre for Youth and Adult Education (CIEJA) located in S??o Paulo. To understand its purpose: a change of the EJA public profile, with clipping about the inclusion of young people in their first job, starting from the theoretical framework of critical theory of Frankfurt in dialogue with Paulo Freire and other authors who deal with this issue, presents research issues that question the subject: What factors contribute to the change of the EJA public profile (especially age) in the last ten years? What is the importance of this mode of education in socio-professional insertion of the young? What training opportunities are possible in the context pointed? Students of IV modules (their 8th and 9th grades) aged between 15 and 18 years will be heard through oral life story narratives to prove or disprove the hypothesis that answer these questions. The first hypothesis assumes that the factors contributing to the change in the age profile of the public especially the EJA have been: the dissemination of projects and public programs of Youth and Adult Education; the increase in years of compulsory permanence in school; schooling right expectations for all determined by the LDB and subsequent standardization; dropout and repetition of young people and teenagers in mainstream education; the need to accelerate the studies of these young people for entering the labor market. The second hypothesis suggests that the young person does not receive training and tools necessary to face the demands and contradictions of this social model that determines the youth of low income (for their insertion in the labor market), only the areas of providing poor service and he, not being formed to have a critical reading of reality and lie therein shall be subject to such working conditions, living up, in most cases, no more than twice the minimum wage. In this perspective, the school has the role only to mold him to receive orders and be obedient to the rules that culminate with the needs of the contemporary capitalism imposes, not contributing to the emancipation of their conditions of life and work. The third hypothesis indicates that in serving the diverse audience of EJA are not established, effectively, the relationship between education and work. The objectives are: to identify the main factors influencing the change in the profile of EJA in the last 10 years; verify the contributions of EJA for the inclusion of youth in the labor market, specifically the first job and think about training practices to meet the increasingly diverse audience that attends. The empirical research methodology includes desk research and literature plus the history of life theme. The use of life history method constituted material for analysis, determining the following categories: discursive fragmentation and shallow thinking; linkages apparently superfluous; contradiction between the real and the possible; Rushing to complete schooling and pseudo-formation. From the analysis of the content of oral narratives of life story, it was found that the hypotheses are confirmed and the results showed that there are contradictions to be overcome for a better articulation between the training undertaken in EJA and the world of work. |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-05-05T20:34:45Z |
dc.date.issued.fl_str_mv |
2016-02-04 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Corte, Luciane Cristina. A mudan??a do perfil do p??blico da EJA: desafios e perspectivas. 2016. 179 f. Disserta????o( p) - Universidade Nove de Julho, S??o Paulo. |
dc.identifier.uri.fl_str_mv |
http://bibliotecatede.uninove.br/handle/tede/1215 |
identifier_str_mv |
Corte, Luciane Cristina. A mudan??a do perfil do p??blico da EJA: desafios e perspectivas. 2016. 179 f. Disserta????o( p) - Universidade Nove de Julho, S??o Paulo. |
url |
http://bibliotecatede.uninove.br/handle/tede/1215 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
dc.relation.confidence.fl_str_mv |
600 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Nove de Julho |
dc.publisher.program.fl_str_mv |
Programa de Mestrado em Gest??o e Pr??ticas Educacionais |
dc.publisher.initials.fl_str_mv |
UNINOVE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educa????o |
publisher.none.fl_str_mv |
Universidade Nove de Julho |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da Uninove instname:Universidade Nove de Julho (UNINOVE) instacron:UNINOVE |
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Universidade Nove de Julho (UNINOVE) |
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UNINOVE |
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UNINOVE |
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Biblioteca Digital de Teses e Dissertações da Uninove |
collection |
Biblioteca Digital de Teses e Dissertações da Uninove |
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http://localhost:8080/tede/bitstream/tede/1215/2/Luciane+Cristina+Corte.pdf http://localhost:8080/tede/bitstream/tede/1215/1/license.txt |
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Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE) |
repository.mail.fl_str_mv |
bibliotecatede@uninove.br||bibliotecatede@uninove.br |
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1811016868053385216 |