Uma experiência democrática popular de EJA em São Bernardo do Campo-SP (2009-2016)

Detalhes bibliográficos
Autor(a) principal: Zanardo, Nívia Dantas Ribeiro
Data de Publicação: 2022
Tipo de documento: Tese
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/26101
Resumo: The present study aimed to analyze the experience of Youth and Adult Education (Educação de Jovens e Adultos – EJA) in São Bernardo do Campo, state of São Paulo (SP), Brazil, from 2009 to 2016, based on its structuring curricular actions that bring it closer to the concept of “Curricular Justice”. It is believed that popular democratic experiences of Education experienced in history can and should be rescued and analyzed as they contain in themselves the potential for inspiration and transformation for new educational actions. They can be seeds for public policies of democratization and the pursuit of social quality in Education. “Curricular Justice”, a concept that was later accessed in the aforementioned EJA experience, was used for two reasons in the analysis: for containing catalyst and potentiating elements of that action when analyzed; and for foreseeing, in its concept, the resource of using the history of Education, therefore, the concrete experiences that took place in it, to constitute itself as a democratic proposal of Education. It can be affirmed that the experience that took place in São Bernardo do Campo in the EJA modality (2009-2016) was committed to the struggle for the right to social quality education. This study is part of the investigations carried out by the Education and Research Group on Curriculum Justice (GEPEJUC/CNPq), led by Professor Branca Jurema Ponce, PhD, of the Education Program: Curriculum, at the Pontifícia Universidade Católica de São Paulo (PUC-SP), where the fundamental foundation of the analysis is inserted, the constitutive dimensions of Curricular Justice, namely: knowledge, care and democratic coexistence. The theoretical support is sought in: Apple (2008), Arroyo (2007, 2011, 2013), Freire (2001, 2011, 2015), Gimeno Sacristán and Pérez Gómez (2000), Giovedi (2012), Ponce (2016, 2018), Ponce and Araújo (2019), Ponce and Neri (2015) and Torres Santomé (2011, 2013). The research had a qualitative approach (CHIZZOTTI, 2017) and the tools were based on those proposed by Gil (2008). The data produced were organized and categorized according to Bardin (1977). It was sought to offer contributions to those involved with public education policies, to those committed to the right to Education, especially to those who work with Youth and Adult Education
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spelling Ponce, Branca Juremahttp://lattes.cnpq.br/1902799132408964http://lattes.cnpq.br/0182181451506648Zanardo, Nívia Dantas Ribeiro2022-05-23T17:57:03Z2022-05-23T17:57:03Z2022-04-08Zanardo, Nívia Dantas Ribeiro. Uma experiência democrática popular de EJA em São Bernardo do Campo-SP (2009-2016). 2022. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo da Pontifícia Universidade Católica de São Paulo, São Paulo, 2022.https://repositorio.pucsp.br/jspui/handle/handle/26101The present study aimed to analyze the experience of Youth and Adult Education (Educação de Jovens e Adultos – EJA) in São Bernardo do Campo, state of São Paulo (SP), Brazil, from 2009 to 2016, based on its structuring curricular actions that bring it closer to the concept of “Curricular Justice”. It is believed that popular democratic experiences of Education experienced in history can and should be rescued and analyzed as they contain in themselves the potential for inspiration and transformation for new educational actions. They can be seeds for public policies of democratization and the pursuit of social quality in Education. “Curricular Justice”, a concept that was later accessed in the aforementioned EJA experience, was used for two reasons in the analysis: for containing catalyst and potentiating elements of that action when analyzed; and for foreseeing, in its concept, the resource of using the history of Education, therefore, the concrete experiences that took place in it, to constitute itself as a democratic proposal of Education. It can be affirmed that the experience that took place in São Bernardo do Campo in the EJA modality (2009-2016) was committed to the struggle for the right to social quality education. This study is part of the investigations carried out by the Education and Research Group on Curriculum Justice (GEPEJUC/CNPq), led by Professor Branca Jurema Ponce, PhD, of the Education Program: Curriculum, at the Pontifícia Universidade Católica de São Paulo (PUC-SP), where the fundamental foundation of the analysis is inserted, the constitutive dimensions of Curricular Justice, namely: knowledge, care and democratic coexistence. The theoretical support is sought in: Apple (2008), Arroyo (2007, 2011, 2013), Freire (2001, 2011, 2015), Gimeno Sacristán and Pérez Gómez (2000), Giovedi (2012), Ponce (2016, 2018), Ponce and Araújo (2019), Ponce and Neri (2015) and Torres Santomé (2011, 2013). The research had a qualitative approach (CHIZZOTTI, 2017) and the tools were based on those proposed by Gil (2008). The data produced were organized and categorized according to Bardin (1977). It was sought to offer contributions to those involved with public education policies, to those committed to the right to Education, especially to those who work with Youth and Adult EducationO presente estudo visou analisar a experiência da Educação de Jovens e Adultos (EJA) de São Bernardo do Campo, São Paulo (SP), ocorrida no período de 2009 a 2016, a partir das suas ações curriculares estruturantes que a aproximam do conceito de “Justiça Curricular”. Acredita-se que experiências democráticas populares de Educação experimentadas na história possam e devam ser resgatadas e analisadas por conterem em si potencial de inspiração e de transformação para novas ações educativas. Elas podem ser sementes para políticas públicas de democratização e busca de qualidade social da Educação. “Justiça Curricular”, conceito a que se teve acesso posteriormente à experiência de EJA supracitada, foi utilizado por duas razões na análise: por conter elementos catalizadores e potencializadores daquela ação ao ser analisada; e por prever, em seu conceito, o recurso de servir-se da história da Educação, portanto das experiências concretas nela ocorrida, para constituir-se como proposta democrática de Educação. Pode-se afirmar que a experiência ocorrida em São Bernardo do Campo na modalidade de EJA (2009-2016) esteve comprometida com a luta pelo direito à Educação de qualidade social. Este estudo faz parte das pesquisas do Grupo de Educação e Pesquisa em Justiça Curricular (Gepejuc/CNPq), liderado pela Prof.ª Dr. a Branca Jurema Ponce, do Programa Educação: Currículo da Pontifícia Universidade Católica de São Paulo (PUC-SP), no qual se insere o alicerce basilar das análises, as dimensões constitutivas da Justiça Curricular, a saber: a do conhecimento, a do cuidado e a da convivência democrática. O aporte teórico foi buscado em: Apple (2008), Arroyo (2007, 2011, 2013), Freire (2001, 2011, 2015), Gimeno Sacristán e Pérez Gómez (2000), Giovedi (2012), Ponce (2016, 2018), Ponce e Araújo (2019), Ponce e Neri (2015) e Torres Santomé (2011, 2013). A pesquisa teve uma abordagem qualitativa (CHIZZOTTI, 2017) e os instrumentos foram baseados nos propostos por Gil (2008). Os dados produzidos foram organizados e categorizados de acordo com Bardin (1977). Buscou-se oferecer contribuições aos envolvidos com as políticas públicas de Educação, aos comprometidos com o direito à Educação, de modo especial àqueles que atuam na EJACoordenação de Aperfeiçoamento de Pessoal de Nível Superior – CAPESporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBrasilFaculdade de EducaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULOPolíticas públicas de EJAExperiência de gestão democrática popular da educaçãoJustiça curricularSão Bernardo do Campo-SPYouth and Adult Education public policiesExperience of popular democratic management of educationCurricular justiceSão Bernardo do Campo-SPUma experiência democrática popular de EJA em São Bernardo do Campo-SP (2009-2016)A popular democratic experience of EJA in São Bernardo do Campo-SPinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPORIGINALNivia Dantas Ribeiro Zanardo.pdfapplication/pdf2667481https://repositorio.pucsp.br/xmlui/bitstream/handle/26101/1/Nivia%20Dantas%20Ribeiro%20Zanardo.pdf2507847e22b611c85f07e37b888bc8d7MD51TEXTNivia Dantas Ribeiro Zanardo.pdf.txtNivia Dantas Ribeiro Zanardo.pdf.txtExtracted texttext/plain802894https://repositorio.pucsp.br/xmlui/bitstream/handle/26101/2/Nivia%20Dantas%20Ribeiro%20Zanardo.pdf.txt4ded1a3f17df41de3dfbb7ef9ef6c176MD52THUMBNAILNivia Dantas Ribeiro Zanardo.pdf.jpgNivia Dantas Ribeiro Zanardo.pdf.jpgGenerated Thumbnailimage/jpeg1250https://repositorio.pucsp.br/xmlui/bitstream/handle/26101/3/Nivia%20Dantas%20Ribeiro%20Zanardo.pdf.jpgbcb463bc57c64010956187aa5d03cd05MD53handle/261012022-05-24 13:25:59.318oai:repositorio.pucsp.br:handle/26101Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-05-24T16:25:59Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false
dc.title.pt_BR.fl_str_mv Uma experiência democrática popular de EJA em São Bernardo do Campo-SP (2009-2016)
dc.title.alternative.en_US.fl_str_mv A popular democratic experience of EJA in São Bernardo do Campo-SP
title Uma experiência democrática popular de EJA em São Bernardo do Campo-SP (2009-2016)
spellingShingle Uma experiência democrática popular de EJA em São Bernardo do Campo-SP (2009-2016)
Zanardo, Nívia Dantas Ribeiro
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
Políticas públicas de EJA
Experiência de gestão democrática popular da educação
Justiça curricular
São Bernardo do Campo-SP
Youth and Adult Education public policies
Experience of popular democratic management of education
Curricular justice
São Bernardo do Campo-SP
title_short Uma experiência democrática popular de EJA em São Bernardo do Campo-SP (2009-2016)
title_full Uma experiência democrática popular de EJA em São Bernardo do Campo-SP (2009-2016)
title_fullStr Uma experiência democrática popular de EJA em São Bernardo do Campo-SP (2009-2016)
title_full_unstemmed Uma experiência democrática popular de EJA em São Bernardo do Campo-SP (2009-2016)
title_sort Uma experiência democrática popular de EJA em São Bernardo do Campo-SP (2009-2016)
author Zanardo, Nívia Dantas Ribeiro
author_facet Zanardo, Nívia Dantas Ribeiro
author_role author
dc.contributor.advisor1.fl_str_mv Ponce, Branca Jurema
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/1902799132408964
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/0182181451506648
dc.contributor.author.fl_str_mv Zanardo, Nívia Dantas Ribeiro
contributor_str_mv Ponce, Branca Jurema
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
topic CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
Políticas públicas de EJA
Experiência de gestão democrática popular da educação
Justiça curricular
São Bernardo do Campo-SP
Youth and Adult Education public policies
Experience of popular democratic management of education
Curricular justice
São Bernardo do Campo-SP
dc.subject.por.fl_str_mv Políticas públicas de EJA
Experiência de gestão democrática popular da educação
Justiça curricular
São Bernardo do Campo-SP
dc.subject.eng.fl_str_mv Youth and Adult Education public policies
Experience of popular democratic management of education
Curricular justice
São Bernardo do Campo-SP
description The present study aimed to analyze the experience of Youth and Adult Education (Educação de Jovens e Adultos – EJA) in São Bernardo do Campo, state of São Paulo (SP), Brazil, from 2009 to 2016, based on its structuring curricular actions that bring it closer to the concept of “Curricular Justice”. It is believed that popular democratic experiences of Education experienced in history can and should be rescued and analyzed as they contain in themselves the potential for inspiration and transformation for new educational actions. They can be seeds for public policies of democratization and the pursuit of social quality in Education. “Curricular Justice”, a concept that was later accessed in the aforementioned EJA experience, was used for two reasons in the analysis: for containing catalyst and potentiating elements of that action when analyzed; and for foreseeing, in its concept, the resource of using the history of Education, therefore, the concrete experiences that took place in it, to constitute itself as a democratic proposal of Education. It can be affirmed that the experience that took place in São Bernardo do Campo in the EJA modality (2009-2016) was committed to the struggle for the right to social quality education. This study is part of the investigations carried out by the Education and Research Group on Curriculum Justice (GEPEJUC/CNPq), led by Professor Branca Jurema Ponce, PhD, of the Education Program: Curriculum, at the Pontifícia Universidade Católica de São Paulo (PUC-SP), where the fundamental foundation of the analysis is inserted, the constitutive dimensions of Curricular Justice, namely: knowledge, care and democratic coexistence. The theoretical support is sought in: Apple (2008), Arroyo (2007, 2011, 2013), Freire (2001, 2011, 2015), Gimeno Sacristán and Pérez Gómez (2000), Giovedi (2012), Ponce (2016, 2018), Ponce and Araújo (2019), Ponce and Neri (2015) and Torres Santomé (2011, 2013). The research had a qualitative approach (CHIZZOTTI, 2017) and the tools were based on those proposed by Gil (2008). The data produced were organized and categorized according to Bardin (1977). It was sought to offer contributions to those involved with public education policies, to those committed to the right to Education, especially to those who work with Youth and Adult Education
publishDate 2022
dc.date.accessioned.fl_str_mv 2022-05-23T17:57:03Z
dc.date.available.fl_str_mv 2022-05-23T17:57:03Z
dc.date.issued.fl_str_mv 2022-04-08
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dc.identifier.citation.fl_str_mv Zanardo, Nívia Dantas Ribeiro. Uma experiência democrática popular de EJA em São Bernardo do Campo-SP (2009-2016). 2022. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo da Pontifícia Universidade Católica de São Paulo, São Paulo, 2022.
dc.identifier.uri.fl_str_mv https://repositorio.pucsp.br/jspui/handle/handle/26101
identifier_str_mv Zanardo, Nívia Dantas Ribeiro. Uma experiência democrática popular de EJA em São Bernardo do Campo-SP (2009-2016). 2022. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo da Pontifícia Universidade Católica de São Paulo, São Paulo, 2022.
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