Avaliação de uma experiência diferenciada de educação de jovens e adultos
Autor(a) principal: | |
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Data de Publicação: | 2008 |
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/10100 |
Resumo: | The objective of this research is to evaluate the differentiated experience of a school for young and adult individuals in the city of Campinas. The motivation for this work arose from the evident necessity to reflect upon and evaluate the modular structure applied to YAE, which has been used for ten years now, more precisely, since 1996, at first it was presented as a local government approved, experimental project only, as an alternative with the intent to lower the school year failing and drop out rates, which have been commonplace amongst young and adult students throughout the Brazilian education history. The school was born in the 90´s, in a time of a broad-spectrum discussion, national and international, focusing on the public policies and state responsibility concerning the assurance of citizens´ right to education, in any age. The research was aimed at collecting answers to questions I had made, as the principal of the school such as: Is the experience of learning the contents of a module able to make significant difference regarding the quality factor in the lives of YAE students? Is the quality defferential only because of the module organization or would there be other factors within the school´s daily routine that would help improve the students´ feelings of accomplishment? Which would be the pros and cons within the school that could have influence on the educational practice? Looking into the experience of authors involved with the hardships related to the education and evaluation of young and adult students, such as Freire, Arroyo, Haddad, Oliveira, Ribeiro, Paiva, Cappelletti, Abramowicz, Sobrinho, Afonso, Galindo, Belloni, De Sordi, Alaiz and others, I seek theoretical support for this research. The methodological option was for case study, given the uniqueness of the subject of the investigation: a school specific for young and adult students. Qualitative and quantitative aspects were focused upon, being the first prioritized, but within a sense of integration and complementation. The collection of empirical data was realized through a critical analysis of the school´s main official document: its Pedagogical Political Project, and through the application of a questionnaire to various individuals involved with the school. The categories of analysis contemplated in the evaluation of the school were: its structure and its mode of functioning, the periods of school time and recess in the learning process, its curriculum and overall management. The research leads to the acknowledgement that this particular school provides a differentiated reality and that the way in which it is organized has presented a satisfactory response in the education of young and adult students |
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Cappelletti, Isabel FranchiGuedes, Edinalda2016-04-27T14:32:22Z2009-03-272008-11-13Guedes, Edinalda. Avaliação de uma experiência diferenciada de educação de jovens e adultos. 2008. 215 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2008.https://tede2.pucsp.br/handle/handle/10100The objective of this research is to evaluate the differentiated experience of a school for young and adult individuals in the city of Campinas. The motivation for this work arose from the evident necessity to reflect upon and evaluate the modular structure applied to YAE, which has been used for ten years now, more precisely, since 1996, at first it was presented as a local government approved, experimental project only, as an alternative with the intent to lower the school year failing and drop out rates, which have been commonplace amongst young and adult students throughout the Brazilian education history. The school was born in the 90´s, in a time of a broad-spectrum discussion, national and international, focusing on the public policies and state responsibility concerning the assurance of citizens´ right to education, in any age. The research was aimed at collecting answers to questions I had made, as the principal of the school such as: Is the experience of learning the contents of a module able to make significant difference regarding the quality factor in the lives of YAE students? Is the quality defferential only because of the module organization or would there be other factors within the school´s daily routine that would help improve the students´ feelings of accomplishment? Which would be the pros and cons within the school that could have influence on the educational practice? Looking into the experience of authors involved with the hardships related to the education and evaluation of young and adult students, such as Freire, Arroyo, Haddad, Oliveira, Ribeiro, Paiva, Cappelletti, Abramowicz, Sobrinho, Afonso, Galindo, Belloni, De Sordi, Alaiz and others, I seek theoretical support for this research. The methodological option was for case study, given the uniqueness of the subject of the investigation: a school specific for young and adult students. Qualitative and quantitative aspects were focused upon, being the first prioritized, but within a sense of integration and complementation. The collection of empirical data was realized through a critical analysis of the school´s main official document: its Pedagogical Political Project, and through the application of a questionnaire to various individuals involved with the school. The categories of analysis contemplated in the evaluation of the school were: its structure and its mode of functioning, the periods of school time and recess in the learning process, its curriculum and overall management. The research leads to the acknowledgement that this particular school provides a differentiated reality and that the way in which it is organized has presented a satisfactory response in the education of young and adult studentsEsta pesquisa tem como objetivo avaliar a experiência diferenciada de uma escola de Educação de Jovens e Adultos na cidade de Campinas. A motivação pelo trabalho surgiu da necessidade de refletir e avaliar a estrutura modular aplicada à EJA, implantada há mais de dez anos, precisamente em 1996, no início, como um projeto a título de experiência aprovado pelo governo municipal, enquanto proposta alternativa diante de uma situação de repetência e exclusão escolares a que estão submetidos jovens e adultos ao longo da história da educação brasileira. A escola nasce no contexto de uma ampla discussão, nacional e internacional, a partir da década de 90, direcionada às políticas públicas e à responsabilidade estatal pela garantia do direito à educação em qualquer idade. A pesquisa procurou dar respostas a indagações feitas por mim como gestora da escola: a experiência de ensino modular pode ser um diferencial de qualidade no atendimento aos alunos de EJA? A diferença está somente na organização por módulos, ou existem outros fatores no cotidiano da escola que podem influenciar no atendimento aos alunos? Quais são os ganhos e as dificuldades encontradas na escola que influenciam a prática educativa? A partir de autores envolvidos com a problemática da educação de jovens e adultos e da avaliação como Freire, Arroyo, Haddad, Oliveira, Ribeiro, Paiva, Cappelletti, Abramowicz, Sobrinho, Afonso, Galindo, Belloni, De Sordi, Soares e outros, procuro sustentação teórica para esta pesquisa. A opção metodológica foi pelo estudo de caso por tratar-se da investigação de uma escola específica e singular de jovens e adultos. Aborda tanto os aspectos qualitativos como quantitativos, priorizando os primeiros, mas numa acepção de integração e de complementaridade. O trabalho de coleta do material empírico foi realizado pela análise crítica do principal documento oficial da escola que é o seu Projeto Político Pedagógico e pela aplicação de um questionário aos diversos sujeitos envolvidos com a escola. As categorias de análise contempladas na avaliação da escola foram: a estrutura e o funcionamento da escola, os tempos e espaços escolares de aprendizagem, currículo e processo de ensino/aprendizagem e a gestão escolar. A pesquisa aponta para a constatação de que a escola constitui uma realidade diferenciada e que a sua organização tem dado resposta satisfatória aos alunos da educação de jovens e adultosCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/22159/Edinalda%20Guedes.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBREducaçãoAvaliação institucionalAuto-avaliação de escolasEducação de jovens e adultosCentro Municipal de Ensino Fundamental de Educacao de Jovens e Adultos Pierre Bonhomme (Campinas, SP) -- AvaliacaoAvaliacao educacionalEducacao -- AvaliacaoInstitutional evaluationSelf-evaluation in schoolsYoung and adult students educationCNPQ::CIENCIAS HUMANAS::EDUCACAOAvaliação de uma experiência diferenciada de educação de jovens e adultosinfo: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_SPTEXTEdinalda Guedes.pdf.txtEdinalda Guedes.pdf.txtExtracted texttext/plain435514https://repositorio.pucsp.br/xmlui/bitstream/handle/10100/3/Edinalda%20Guedes.pdf.txte981e938b805185dee27a0aface808d7MD53ORIGINALEdinalda Guedes.pdfapplication/pdf1926169https://repositorio.pucsp.br/xmlui/bitstream/handle/10100/1/Edinalda%20Guedes.pdf015e7b3923f20c66e27affd59054f4b3MD51THUMBNAILEdinalda Guedes.pdf.jpgEdinalda Guedes.pdf.jpgGenerated Thumbnailimage/jpeg3387https://repositorio.pucsp.br/xmlui/bitstream/handle/10100/2/Edinalda%20Guedes.pdf.jpg4f951093bf6e82bcd4c01dd85e0ca457MD52handle/101002022-04-28 02:42:08.847oai:repositorio.pucsp.br:handle/10100Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T05:42:08Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Avaliação de uma experiência diferenciada de educação de jovens e adultos |
title |
Avaliação de uma experiência diferenciada de educação de jovens e adultos |
spellingShingle |
Avaliação de uma experiência diferenciada de educação de jovens e adultos Guedes, Edinalda Avaliação institucional Auto-avaliação de escolas Educação de jovens e adultos Centro Municipal de Ensino Fundamental de Educacao de Jovens e Adultos Pierre Bonhomme (Campinas, SP) -- Avaliacao Avaliacao educacional Educacao -- Avaliacao Institutional evaluation Self-evaluation in schools Young and adult students education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Avaliação de uma experiência diferenciada de educação de jovens e adultos |
title_full |
Avaliação de uma experiência diferenciada de educação de jovens e adultos |
title_fullStr |
Avaliação de uma experiência diferenciada de educação de jovens e adultos |
title_full_unstemmed |
Avaliação de uma experiência diferenciada de educação de jovens e adultos |
title_sort |
Avaliação de uma experiência diferenciada de educação de jovens e adultos |
author |
Guedes, Edinalda |
author_facet |
Guedes, Edinalda |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Cappelletti, Isabel Franchi |
dc.contributor.author.fl_str_mv |
Guedes, Edinalda |
contributor_str_mv |
Cappelletti, Isabel Franchi |
dc.subject.por.fl_str_mv |
Avaliação institucional Auto-avaliação de escolas Educação de jovens e adultos Centro Municipal de Ensino Fundamental de Educacao de Jovens e Adultos Pierre Bonhomme (Campinas, SP) -- Avaliacao Avaliacao educacional Educacao -- Avaliacao |
topic |
Avaliação institucional Auto-avaliação de escolas Educação de jovens e adultos Centro Municipal de Ensino Fundamental de Educacao de Jovens e Adultos Pierre Bonhomme (Campinas, SP) -- Avaliacao Avaliacao educacional Educacao -- Avaliacao Institutional evaluation Self-evaluation in schools Young and adult students education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Institutional evaluation Self-evaluation in schools Young and adult students education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The objective of this research is to evaluate the differentiated experience of a school for young and adult individuals in the city of Campinas. The motivation for this work arose from the evident necessity to reflect upon and evaluate the modular structure applied to YAE, which has been used for ten years now, more precisely, since 1996, at first it was presented as a local government approved, experimental project only, as an alternative with the intent to lower the school year failing and drop out rates, which have been commonplace amongst young and adult students throughout the Brazilian education history. The school was born in the 90´s, in a time of a broad-spectrum discussion, national and international, focusing on the public policies and state responsibility concerning the assurance of citizens´ right to education, in any age. The research was aimed at collecting answers to questions I had made, as the principal of the school such as: Is the experience of learning the contents of a module able to make significant difference regarding the quality factor in the lives of YAE students? Is the quality defferential only because of the module organization or would there be other factors within the school´s daily routine that would help improve the students´ feelings of accomplishment? Which would be the pros and cons within the school that could have influence on the educational practice? Looking into the experience of authors involved with the hardships related to the education and evaluation of young and adult students, such as Freire, Arroyo, Haddad, Oliveira, Ribeiro, Paiva, Cappelletti, Abramowicz, Sobrinho, Afonso, Galindo, Belloni, De Sordi, Alaiz and others, I seek theoretical support for this research. The methodological option was for case study, given the uniqueness of the subject of the investigation: a school specific for young and adult students. Qualitative and quantitative aspects were focused upon, being the first prioritized, but within a sense of integration and complementation. The collection of empirical data was realized through a critical analysis of the school´s main official document: its Pedagogical Political Project, and through the application of a questionnaire to various individuals involved with the school. The categories of analysis contemplated in the evaluation of the school were: its structure and its mode of functioning, the periods of school time and recess in the learning process, its curriculum and overall management. The research leads to the acknowledgement that this particular school provides a differentiated reality and that the way in which it is organized has presented a satisfactory response in the education of young and adult students |
publishDate |
2008 |
dc.date.issued.fl_str_mv |
2008-11-13 |
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2009-03-27 |
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2016-04-27T14:32:22Z |
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Guedes, Edinalda. Avaliação de uma experiência diferenciada de educação de jovens e adultos. 2008. 215 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2008. |
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https://tede2.pucsp.br/handle/handle/10100 |
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Guedes, Edinalda. Avaliação de uma experiência diferenciada de educação de jovens e adultos. 2008. 215 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2008. |
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