Representação social de analfabeto por alfabetizadores de adultos
Autor(a) principal: | |
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Data de Publicação: | 2005 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/16561 |
Resumo: | This research has as main subject teachers who alphabetize youngsters and adults involved in a NGO located at the Cotia District and it is focused on representations that these teachers build regarding the illiterate, with whom they relate on a teaching-learning context. These teachers, to become instructors, complete a structured training program. The first part of this dissertation presents a historical development of adult education in Brazil, up to today. The understanding of the illiterate is remotely associated to a feeling of national shame (encompassing the periods of Colony, First and Second Republics), continuing to a more political conception up to the notion of oppressed with a vocation to Be More (movement for basic education / Paulo Freire), next being linked to a conception of literacy that is empty of critic sense (MOBRAL), reaching what is today viewed as the functional illiteracy. It is highlighted the value given to the quantitative aspects of the programs to eliminate illiteracy. The second part analyses the adopted theoretical and methodological approaches. They include the theory of social representations which, through a psychosociological approach, demonstrates how scientific theories are being incorporated in the intersubjectives relations comprised of social network. These in turn produce other types of theories, known as of common sense , used for communication and behavior construction. Aiming at opening and reviewing the concepts of the illiterate by the teachers alphabetizers of adults who are working at the same institutional premises, procedures to analyze contents were used, with pre established categories, together with the application of questionnaires and the use of words stemmed by the keyword illiterate adult . Data analysis demonstrated that an illiterate concept made up by central elements such as: the one who ignores, presents handicaps, and cannot read the world and by peripheral elements such as: by exclusion, lack of opportunity and initiative, possessing attributes and experience , indicated a background of conceptions of world and education, to a great extent, divergent from those which are the basis for the training of these educator |
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Placco, Vera Maria Nigro de SouzaCunha, Yara Garcia Paoletti2016-04-28T20:58:03Z2005-06-222005-06-23Cunha, Yara Garcia Paoletti. Social representation of illiterate by alphabetizers of adults. 2005. 112 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2005.https://tede2.pucsp.br/handle/handle/16561This research has as main subject teachers who alphabetize youngsters and adults involved in a NGO located at the Cotia District and it is focused on representations that these teachers build regarding the illiterate, with whom they relate on a teaching-learning context. These teachers, to become instructors, complete a structured training program. The first part of this dissertation presents a historical development of adult education in Brazil, up to today. The understanding of the illiterate is remotely associated to a feeling of national shame (encompassing the periods of Colony, First and Second Republics), continuing to a more political conception up to the notion of oppressed with a vocation to Be More (movement for basic education / Paulo Freire), next being linked to a conception of literacy that is empty of critic sense (MOBRAL), reaching what is today viewed as the functional illiteracy. It is highlighted the value given to the quantitative aspects of the programs to eliminate illiteracy. The second part analyses the adopted theoretical and methodological approaches. They include the theory of social representations which, through a psychosociological approach, demonstrates how scientific theories are being incorporated in the intersubjectives relations comprised of social network. These in turn produce other types of theories, known as of common sense , used for communication and behavior construction. Aiming at opening and reviewing the concepts of the illiterate by the teachers alphabetizers of adults who are working at the same institutional premises, procedures to analyze contents were used, with pre established categories, together with the application of questionnaires and the use of words stemmed by the keyword illiterate adult . Data analysis demonstrated that an illiterate concept made up by central elements such as: the one who ignores, presents handicaps, and cannot read the world and by peripheral elements such as: by exclusion, lack of opportunity and initiative, possessing attributes and experience , indicated a background of conceptions of world and education, to a great extent, divergent from those which are the basis for the training of these educatorTomando por sujeitos professores alfabetizadores de jovens e adultos de uma mesma ONG no município de Cotia, a presente pesquisa enfoca as representações que estes constroem a respeito do analfabeto, com quem se relacionam em situação de ensino-aprendizagem. Estes sujeitos passam, enquanto formadores, por processo formativo estruturado. Em sua primeira parte, o trabalho apresenta um encadeamento histórico da educação de adultos no Brasil até o presente momento, onde a concepção de analfabeto se constrói remotamente associada a um sentimento de vergonha nacional (período Colonial , Primeira e Segunda Repúblicas), passando para uma concepção mais politizada até a idéia de oprimido com vocação de Ser Mais ( movimentos de educação de base/ Paulo Freire), em seguida ligando-se a uma concepção de alfabetismo esvaziado de senso crítico (MOBRAL), estando hoje caracterizado sob a ótica do analfabetismo funcional. É ressaltada a valorização do aspecto quantitativo dos programas de erradicação do analfabetismo. Na segunda parte, apresenta a linha teórico-metodológica adotada, a teoria das representações sociais, que através da abordagem psicossociológica, demonstra como as teorias científicas vão sendo apropriadas nas relações intersubjetivas que compõe a rede social, produzindo outro tipo de teorias, as chamadas de senso comum , com fins de comunicação e de elaboração de comportamentos. Com vistas a desvelar as concepções de analfabeto dos alfabetizadores de adultos atuantes em um mesmo espaço institucional, é utilizado o procedimento de análise de conteúdo, com categorias pós definidas, mediante a aplicação de questionários e evocação de palavras a partir do termo indutor adulto analfabeto . A análise dos dados mostrou uma concepção de analfabeto composta pelos elementos centrais: aquele que ignora, apresenta incapacidades, e não consegue ler o mundo e pelos elementos periféricos: pela exclusão, falta de oportunidade e de iniciativa, possuindo bagagem e experiência , apontando uma ancoragem em concepções de mundo e educação, em sua maioria, divergentes daquelas em que se fundamenta a formação desses educadoresapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/32766/YaraCunha.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBRPsicologiaanalfabetoalfabetizadores de jovens e adultosexclusãoformaçãoProfessores alfabetizadoresRepresentação socialilliterate, social representation, alphabetizers of youngsters and adults, exclusion, trainingCNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONALRepresentação social de analfabeto por alfabetizadores de adultosSocial representation of illiterate by alphabetizers of adultsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTYaraCunha.pdf.txtYaraCunha.pdf.txtExtracted texttext/plain174609https://repositorio.pucsp.br/xmlui/bitstream/handle/16561/3/YaraCunha.pdf.txt01b184bb48bc2bc5a88493a45afdc219MD53ORIGINALYaraCunha.pdfapplication/pdf1215445https://repositorio.pucsp.br/xmlui/bitstream/handle/16561/1/YaraCunha.pdfc70527ac3f50cc5fef726ebb633a35f3MD51THUMBNAILYaraCunha.pdf.jpgYaraCunha.pdf.jpgGenerated Thumbnailimage/jpeg2104https://repositorio.pucsp.br/xmlui/bitstream/handle/16561/2/YaraCunha.pdf.jpgc4715912a635b5fbde63d2a9b070733fMD52handle/165612022-04-28 14:03:56.49oai:repositorio.pucsp.br:handle/16561Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T17:03:56Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Representação social de analfabeto por alfabetizadores de adultos |
dc.title.alternative.eng.fl_str_mv |
Social representation of illiterate by alphabetizers of adults |
title |
Representação social de analfabeto por alfabetizadores de adultos |
spellingShingle |
Representação social de analfabeto por alfabetizadores de adultos Cunha, Yara Garcia Paoletti analfabeto alfabetizadores de jovens e adultos exclusão formação Professores alfabetizadores Representação social illiterate, social representation, alphabetizers of youngsters and adults, exclusion, training CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
title_short |
Representação social de analfabeto por alfabetizadores de adultos |
title_full |
Representação social de analfabeto por alfabetizadores de adultos |
title_fullStr |
Representação social de analfabeto por alfabetizadores de adultos |
title_full_unstemmed |
Representação social de analfabeto por alfabetizadores de adultos |
title_sort |
Representação social de analfabeto por alfabetizadores de adultos |
author |
Cunha, Yara Garcia Paoletti |
author_facet |
Cunha, Yara Garcia Paoletti |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Placco, Vera Maria Nigro de Souza |
dc.contributor.author.fl_str_mv |
Cunha, Yara Garcia Paoletti |
contributor_str_mv |
Placco, Vera Maria Nigro de Souza |
dc.subject.por.fl_str_mv |
analfabeto alfabetizadores de jovens e adultos exclusão formação Professores alfabetizadores Representação social |
topic |
analfabeto alfabetizadores de jovens e adultos exclusão formação Professores alfabetizadores Representação social illiterate, social representation, alphabetizers of youngsters and adults, exclusion, training CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
dc.subject.eng.fl_str_mv |
illiterate, social representation, alphabetizers of youngsters and adults, exclusion, training |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
description |
This research has as main subject teachers who alphabetize youngsters and adults involved in a NGO located at the Cotia District and it is focused on representations that these teachers build regarding the illiterate, with whom they relate on a teaching-learning context. These teachers, to become instructors, complete a structured training program. The first part of this dissertation presents a historical development of adult education in Brazil, up to today. The understanding of the illiterate is remotely associated to a feeling of national shame (encompassing the periods of Colony, First and Second Republics), continuing to a more political conception up to the notion of oppressed with a vocation to Be More (movement for basic education / Paulo Freire), next being linked to a conception of literacy that is empty of critic sense (MOBRAL), reaching what is today viewed as the functional illiteracy. It is highlighted the value given to the quantitative aspects of the programs to eliminate illiteracy. The second part analyses the adopted theoretical and methodological approaches. They include the theory of social representations which, through a psychosociological approach, demonstrates how scientific theories are being incorporated in the intersubjectives relations comprised of social network. These in turn produce other types of theories, known as of common sense , used for communication and behavior construction. Aiming at opening and reviewing the concepts of the illiterate by the teachers alphabetizers of adults who are working at the same institutional premises, procedures to analyze contents were used, with pre established categories, together with the application of questionnaires and the use of words stemmed by the keyword illiterate adult . Data analysis demonstrated that an illiterate concept made up by central elements such as: the one who ignores, presents handicaps, and cannot read the world and by peripheral elements such as: by exclusion, lack of opportunity and initiative, possessing attributes and experience , indicated a background of conceptions of world and education, to a great extent, divergent from those which are the basis for the training of these educator |
publishDate |
2005 |
dc.date.available.fl_str_mv |
2005-06-22 |
dc.date.issued.fl_str_mv |
2005-06-23 |
dc.date.accessioned.fl_str_mv |
2016-04-28T20:58:03Z |
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 |
Cunha, Yara Garcia Paoletti. Social representation of illiterate by alphabetizers of adults. 2005. 112 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2005. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/16561 |
identifier_str_mv |
Cunha, Yara Garcia Paoletti. Social representation of illiterate by alphabetizers of adults. 2005. 112 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2005. |
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