Repercussões, na prática pedagógica, da política de formação de professores de educação de jovens e adultos da Secretaria Municipal de Educação SEMED, Maceió AL
Autor(a) principal: | |
---|---|
Data de Publicação: | 2013 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/9733 |
Resumo: | This work has as its aim to evaluate the current Policy of Teachers Formation in Young and Adult Learning EJA from Municipal Secretariat of Education in Maceio SEMED. This way, we felt the need of going deeper into this proposal, into its roots, where the learning process really occurs, in order to analyze how this policy of teachers formation influences the routine of a classroom, as well as the doing and knowing of the teacher of the first segment of EJA. Relating to young and adult learning, especially in Brazilian public schools, it is necessary to think how the teachers of this learning modality will be able to (re) invent or innovate their formation processes and their pedagogical practices, facing the demands that have been moving the educational policies in this century. Based upon the formation and practice of the teachers of adult learning. This research has as its object of study the evaluation/analyzis of the EJA teachers pedagogical practice in the first segmento of young and adult learning before the actions and the direction given in the classroom context, from the current proposal of teachers formation implemented by the Municipal Secretariat of Education in Maceio, through the direction of Young and Adult Learning Department DEJA that has as its theoretical and methodological basis the Theme Network, which consists of redesign the curriculum of Young and adult learning first segment in a perspective of popular education, having as its reference the interdisciplinar Project, through the theory of the generating theme and the Theme Network, highlightening the planning as a colective space, participant and of teachers practice organization. Our methodolical option in this investigation was for the qualitative research, having as its strategy of study the network of meanings; literature review; documents analyses; field observation with register in field diary; semi-structured interviews recorded and transcripted. The empiric field involved eleven female teachers of the first segment in Young and adult learning, four schools that cover the first segment of this learning modality, all of them with classes in the evening and located in distant suburbs of Maceio. Considering the results of this investigation, we come to the conclusion that the formation policy implemented by the Municipal Secretariat of Education in Maceio SEMED through the Young and Adult Learning Department DEJA still is not enough to attend the learning network in its totality as a public policy, although it has been ruled by a group of professionals that work with young and adult learning with a history of fight, resistence and political commitment with EJA, looking for the possibility of emancipating the oppressed in the context of Alagoas society |
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Cappelletti, Isabel Franchihttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4733991D6Barros, Abdizia Maria Alves2016-04-27T14:31:10Z2013-10-112013-09-20Barros, Abdizia Maria Alves. Repercussões, na prática pedagógica, da política de formação de professores de educação de jovens e adultos da Secretaria Municipal de Educação SEMED, Maceió AL. 2013. 205 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2013.https://tede2.pucsp.br/handle/handle/9733This work has as its aim to evaluate the current Policy of Teachers Formation in Young and Adult Learning EJA from Municipal Secretariat of Education in Maceio SEMED. This way, we felt the need of going deeper into this proposal, into its roots, where the learning process really occurs, in order to analyze how this policy of teachers formation influences the routine of a classroom, as well as the doing and knowing of the teacher of the first segment of EJA. Relating to young and adult learning, especially in Brazilian public schools, it is necessary to think how the teachers of this learning modality will be able to (re) invent or innovate their formation processes and their pedagogical practices, facing the demands that have been moving the educational policies in this century. Based upon the formation and practice of the teachers of adult learning. This research has as its object of study the evaluation/analyzis of the EJA teachers pedagogical practice in the first segmento of young and adult learning before the actions and the direction given in the classroom context, from the current proposal of teachers formation implemented by the Municipal Secretariat of Education in Maceio, through the direction of Young and Adult Learning Department DEJA that has as its theoretical and methodological basis the Theme Network, which consists of redesign the curriculum of Young and adult learning first segment in a perspective of popular education, having as its reference the interdisciplinar Project, through the theory of the generating theme and the Theme Network, highlightening the planning as a colective space, participant and of teachers practice organization. Our methodolical option in this investigation was for the qualitative research, having as its strategy of study the network of meanings; literature review; documents analyses; field observation with register in field diary; semi-structured interviews recorded and transcripted. The empiric field involved eleven female teachers of the first segment in Young and adult learning, four schools that cover the first segment of this learning modality, all of them with classes in the evening and located in distant suburbs of Maceio. Considering the results of this investigation, we come to the conclusion that the formation policy implemented by the Municipal Secretariat of Education in Maceio SEMED through the Young and Adult Learning Department DEJA still is not enough to attend the learning network in its totality as a public policy, although it has been ruled by a group of professionals that work with young and adult learning with a history of fight, resistence and political commitment with EJA, looking for the possibility of emancipating the oppressed in the context of Alagoas societyEste trabalho tem por objetivo avaliar a atual Política de Formação dos Professores de Educação de Jovens e Adultos EJA, da Secretaria Municipal de Educação de Maceió SEMED. Neste sentido, sentimos necessidade de adentrar no âmago de tal proposta, ir à sua raiz, onde acontece de fato o processo ensino-aprendizagem, para analisar como essa política de formação repercute no cotidiano da sala de aula, no fazer e no saber do professor do 1º segmento de EJA. Em se tratando de educação de jovens e adultos, especificamente na escola pública brasileira, necessário se faz pensar como os professores dessa modalidade de ensino poderão (re)inventar, inovar os seus processos formativos e as práticas pedagógicas, enfrentando as demandas e exigências que vêm movimentando as políticas educacionais neste século XXI. Tomando como referência a formação e a prática dos professores de Educação de Jovens e Adultos, esta pesquisa elege como objeto de estudo a avaliação/análise da prática pedagógica dos professores do primeiro segmento de Educação de Jovens e Adultos, frente às ações e direção dadas no contexto da sala de aula a partir da atual proposta de formação de professores implementada pela Secretaria Municipal de Educação de Maceió, por intermédio do Departamento de Educação de Jovens e Adultos DEJA. Essa proposta tem como pressuposto teórico metodológico a Rede Temática que consiste em redimensionar o currículo do primeiro segmento da educação de jovens e adultos numa perspectiva de currículo na educação popular, tendo como referencial básico o projeto Interdisciplinar através do tema gerador e da Rede Temática, destacando o planejamento como espaço coletivo, participativo e de organização da prática docente. A nossa opção metodológica nesta investigação foi a pesquisa qualitativa, tendo como estratégia de estudo a rede de significados; revisão da literatura; análise documental; observação em campo com registro em diário de campo; entrevistas semiestruturadas gravadas e transcritas. O campo empírico envolveu onze professoras do primeiro segmento de educação de jovens e adultos, quatro escolas que atendem o primeiro segmento de EJA, que funcionam no turno noturno e estão localizadas na periferia do município de Maceió. Em vista dos resultados da investigação, conclui-se que a política de formação implementada pela Secretaria Municipal de educação de Maceió DEJA ainda não atende a rede de ensino em sua totalidade enquanto política pública, e que a tal política vem sendo assumida por um grupo de profissionais que atuam na educação de jovens e adultos, que têm uma história de luta, de resistência e comprometimento político com a EJA, possibilitando a emancipação dos sujeitos oprimidos no contexto da sociedade alagoanaCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/22749/Abdizia%20Maria%20Alves%20Barros.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBREducaçãoPolítica de formação de professoresEducação de Jovens e AdultosPrática pedagógicaTeachers formation policyYoung and adult learningPedagogical practiceCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULORepercussões, na prática pedagógica, da política de formação de professores de educação de jovens e adultos da Secretaria Municipal de Educação SEMED, Maceió ALinfo: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_SPTEXTAbdizia Maria Alves Barros.pdf.txtAbdizia Maria Alves Barros.pdf.txtExtracted texttext/plain512126https://repositorio.pucsp.br/xmlui/bitstream/handle/9733/3/Abdizia%20Maria%20Alves%20Barros.pdf.txt9834cafc0ce64518e0e630a458409be1MD53ORIGINALAbdizia Maria Alves Barros.pdfapplication/pdf2455409https://repositorio.pucsp.br/xmlui/bitstream/handle/9733/1/Abdizia%20Maria%20Alves%20Barros.pdf5ba2b5bf414638ccf3c9ade8f98514a5MD51THUMBNAILAbdizia Maria Alves Barros.pdf.jpgAbdizia Maria Alves Barros.pdf.jpgGenerated Thumbnailimage/jpeg3290https://repositorio.pucsp.br/xmlui/bitstream/handle/9733/2/Abdizia%20Maria%20Alves%20Barros.pdf.jpg30f564379a4fa688fce5eee10359d819MD52handle/97332022-04-27 09:01:59.303oai:repositorio.pucsp.br:handle/9733Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T12:01:59Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Repercussões, na prática pedagógica, da política de formação de professores de educação de jovens e adultos da Secretaria Municipal de Educação SEMED, Maceió AL |
title |
Repercussões, na prática pedagógica, da política de formação de professores de educação de jovens e adultos da Secretaria Municipal de Educação SEMED, Maceió AL |
spellingShingle |
Repercussões, na prática pedagógica, da política de formação de professores de educação de jovens e adultos da Secretaria Municipal de Educação SEMED, Maceió AL Barros, Abdizia Maria Alves Política de formação de professores Educação de Jovens e Adultos Prática pedagógica Teachers formation policy Young and adult learning Pedagogical practice CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
title_short |
Repercussões, na prática pedagógica, da política de formação de professores de educação de jovens e adultos da Secretaria Municipal de Educação SEMED, Maceió AL |
title_full |
Repercussões, na prática pedagógica, da política de formação de professores de educação de jovens e adultos da Secretaria Municipal de Educação SEMED, Maceió AL |
title_fullStr |
Repercussões, na prática pedagógica, da política de formação de professores de educação de jovens e adultos da Secretaria Municipal de Educação SEMED, Maceió AL |
title_full_unstemmed |
Repercussões, na prática pedagógica, da política de formação de professores de educação de jovens e adultos da Secretaria Municipal de Educação SEMED, Maceió AL |
title_sort |
Repercussões, na prática pedagógica, da política de formação de professores de educação de jovens e adultos da Secretaria Municipal de Educação SEMED, Maceió AL |
author |
Barros, Abdizia Maria Alves |
author_facet |
Barros, Abdizia Maria Alves |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Cappelletti, Isabel Franchi |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4733991D6 |
dc.contributor.author.fl_str_mv |
Barros, Abdizia Maria Alves |
contributor_str_mv |
Cappelletti, Isabel Franchi |
dc.subject.por.fl_str_mv |
Política de formação de professores Educação de Jovens e Adultos Prática pedagógica |
topic |
Política de formação de professores Educação de Jovens e Adultos Prática pedagógica Teachers formation policy Young and adult learning Pedagogical practice CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
dc.subject.eng.fl_str_mv |
Teachers formation policy Young and adult learning Pedagogical practice |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
description |
This work has as its aim to evaluate the current Policy of Teachers Formation in Young and Adult Learning EJA from Municipal Secretariat of Education in Maceio SEMED. This way, we felt the need of going deeper into this proposal, into its roots, where the learning process really occurs, in order to analyze how this policy of teachers formation influences the routine of a classroom, as well as the doing and knowing of the teacher of the first segment of EJA. Relating to young and adult learning, especially in Brazilian public schools, it is necessary to think how the teachers of this learning modality will be able to (re) invent or innovate their formation processes and their pedagogical practices, facing the demands that have been moving the educational policies in this century. Based upon the formation and practice of the teachers of adult learning. This research has as its object of study the evaluation/analyzis of the EJA teachers pedagogical practice in the first segmento of young and adult learning before the actions and the direction given in the classroom context, from the current proposal of teachers formation implemented by the Municipal Secretariat of Education in Maceio, through the direction of Young and Adult Learning Department DEJA that has as its theoretical and methodological basis the Theme Network, which consists of redesign the curriculum of Young and adult learning first segment in a perspective of popular education, having as its reference the interdisciplinar Project, through the theory of the generating theme and the Theme Network, highlightening the planning as a colective space, participant and of teachers practice organization. Our methodolical option in this investigation was for the qualitative research, having as its strategy of study the network of meanings; literature review; documents analyses; field observation with register in field diary; semi-structured interviews recorded and transcripted. The empiric field involved eleven female teachers of the first segment in Young and adult learning, four schools that cover the first segment of this learning modality, all of them with classes in the evening and located in distant suburbs of Maceio. Considering the results of this investigation, we come to the conclusion that the formation policy implemented by the Municipal Secretariat of Education in Maceio SEMED through the Young and Adult Learning Department DEJA still is not enough to attend the learning network in its totality as a public policy, although it has been ruled by a group of professionals that work with young and adult learning with a history of fight, resistence and political commitment with EJA, looking for the possibility of emancipating the oppressed in the context of Alagoas society |
publishDate |
2013 |
dc.date.available.fl_str_mv |
2013-10-11 |
dc.date.issued.fl_str_mv |
2013-09-20 |
dc.date.accessioned.fl_str_mv |
2016-04-27T14:31:10Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Barros, Abdizia Maria Alves. Repercussões, na prática pedagógica, da política de formação de professores de educação de jovens e adultos da Secretaria Municipal de Educação SEMED, Maceió AL. 2013. 205 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2013. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/9733 |
identifier_str_mv |
Barros, Abdizia Maria Alves. Repercussões, na prática pedagógica, da política de formação de professores de educação de jovens e adultos da Secretaria Municipal de Educação SEMED, Maceió AL. 2013. 205 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2013. |
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Pontifícia Universidade Católica de São Paulo |
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