Trajetórias escolares descontínuas na visão de professores da EJA do interior de São Paulo
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Trabalho de conclusão de curso |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/17153 |
Resumo: | The present monograph research, of qualitative nature, had as general objective investigate the main phenomena, events or situations that originated discontinuous school trajectories from the conceptions of experienced teachers working in EJA. The data collection carried out in September 2021, coincided with the period that public schools in Brazil were in blended classes due to the COVID-19 pandemic. To obtain data, we used focus group interviews and questionnaires, both face-to-face, with 8 EJA teachers from two public schools located in two cities in the interior of the state of São Paulo. These data were worked and analyzed from the discursive textual analysis of Moraes (2003), providing the opportunity to build four categories of analysis: i) a first general approximation of the reports; ii) EJA as a reflection of the regular education system; iii) the intersections between school, family and work; iv) EJA in the COVID-19 pandemic. In the results, there are multiple correlated factors in the subjects' lives that are decisive in the course of their school trajectories: work, family, public policies, school, poverty, social inequality, among others. During the pandemic, a series of challenges were observed, so that the struggle for fundamental rights, including education, became even more necessary. Nevertheless, situations that generate discontinuous trajectories increased even more during the pandemic. However, situations that generate discontinuous trajectories increased even more during the pandemic. During this period of emergency remote teaching, the indispensability of reflecting on digital information and communication technologies (TDICs), rethinking curricular practices that make sense in the lives of EJA subjects and thinking about the continuing education of teachers was further reinforced. |
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Silva, Vitor Rodrigues Muzel daCarnio, Michel Pisahttp://lattes.cnpq.br/0198207700485715http://lattes.cnpq.br/7680972038900128d090835d-6f50-4ee3-82a3-c5506945a1d12022-12-13T13:34:28Z2022-12-13T13:34:28Z2022-07-07SILVA, Vitor Rodrigues Muzel da. Trajetórias escolares descontínuas na visão de professores da EJA do interior de São Paulo. 2022. Trabalho de Conclusão de Curso (Graduação em Ciências Biológicas) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/17153.https://repositorio.ufscar.br/handle/ufscar/17153The present monograph research, of qualitative nature, had as general objective investigate the main phenomena, events or situations that originated discontinuous school trajectories from the conceptions of experienced teachers working in EJA. The data collection carried out in September 2021, coincided with the period that public schools in Brazil were in blended classes due to the COVID-19 pandemic. To obtain data, we used focus group interviews and questionnaires, both face-to-face, with 8 EJA teachers from two public schools located in two cities in the interior of the state of São Paulo. These data were worked and analyzed from the discursive textual analysis of Moraes (2003), providing the opportunity to build four categories of analysis: i) a first general approximation of the reports; ii) EJA as a reflection of the regular education system; iii) the intersections between school, family and work; iv) EJA in the COVID-19 pandemic. In the results, there are multiple correlated factors in the subjects' lives that are decisive in the course of their school trajectories: work, family, public policies, school, poverty, social inequality, among others. During the pandemic, a series of challenges were observed, so that the struggle for fundamental rights, including education, became even more necessary. Nevertheless, situations that generate discontinuous trajectories increased even more during the pandemic. However, situations that generate discontinuous trajectories increased even more during the pandemic. During this period of emergency remote teaching, the indispensability of reflecting on digital information and communication technologies (TDICs), rethinking curricular practices that make sense in the lives of EJA subjects and thinking about the continuing education of teachers was further reinforced.O presente trabalho de conclusão de curso, de natureza qualitativa, objetivou investigar os principais fenômenos, eventos ou situações originadoras de trajetórias escolares descontínuas a partir das concepções de professores experientes atuantes da EJA. A coleta de dados, realizada em setembro de 2021, coincidiu com o período em que as escolas da rede pública se encontravam em aulas semipresenciais em virtude da pandemia da COVID-19. Para a obtenção de dados, utilizamos entrevistas de grupo focal e aplicação de questionários, ambos de maneira presencial, com 8 professores da EJA de duas escolas públicas alocadas em duas cidades do interior do estado de São Paulo. Estes dados foram trabalhados e analisados a partir da análise textual discursiva de Moraes (2003), oportunizando a construção de quatro configurações de análise: i) uma primeira aproximação geral dos relatos; ii) a EJA como reflexo do sistema regular de ensino; iii) as intersecções entre escola, família e trabalho; iv) a EJA na pandemia da COVID-19. Nos resultados, surgem múltiplos fatores correlacionados da vida dos sujeitos que são decisivos nos rumos das trajetórias escolares: o trabalho, a família, as políticas públicas, a escola, a pobreza, a desigualdade social, entre outros. Na pandemia, observou-se uma série de desafios de forma que a luta por direitos fundamentais, entre eles a educação, tornou-se ainda mais necessária. Não obstante, as situações geradoras de trajetórias descontinuas aumentaram ainda mais durante a pandemia. Durante este período de ensino remoto emergencial, reforçou-se ainda mais a imprescindibilidade de se refletir sobre as tecnologias digitais da informação e comunicação (TDICs), repensar práticas curriculares que façam sentido na vida dos sujeitos da EJA e pensar na formação continuada de professores.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosCiências Biológicas - CBLUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessEJATrajetórias Educacionais DescontínuasFormação de ProfessoresTDICsPandemia COVID-19Youth and Adult EducationDiscontinuous Educational TrajectoriesTeacher TrainingTDICsCOVID-19 pandemicCIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAOTrajetórias escolares descontínuas na visão de professores da EJA do interior de São PauloDiscontinuous school trajectories in the view of EJA teachers from interior of São Pauloinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bachelorThesis6006002976ac6e-8633-4613-b7a3-e4bcc661aa4areponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/17153/2/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD52ORIGINALMonografia - Vitor R M da Silva - Versão Final.pdfMonografia - Vitor R M da Silva - Versão Final.pdfVitor R M Silva_monografiaapplication/pdf867760https://repositorio.ufscar.br/bitstream/ufscar/17153/1/Monografia%20-%20Vitor%20R%20M%20da%20Silva%20-%20Vers%c3%a3o%20Final.pdfafccc828805db76ec0f2c39d57d9e8cfMD51TEXTMonografia - Vitor R M da Silva - Versão Final.pdf.txtMonografia - Vitor R M da Silva - Versão Final.pdf.txtExtracted texttext/plain243946https://repositorio.ufscar.br/bitstream/ufscar/17153/3/Monografia%20-%20Vitor%20R%20M%20da%20Silva%20-%20Vers%c3%a3o%20Final.pdf.txtb1f72c134956c5b1e8430100cc12bd91MD53THUMBNAILMonografia - Vitor R M da Silva - Versão Final.pdf.jpgMonografia - Vitor R M da Silva - Versão Final.pdf.jpgIM Thumbnailimage/jpeg6503https://repositorio.ufscar.br/bitstream/ufscar/17153/4/Monografia%20-%20Vitor%20R%20M%20da%20Silva%20-%20Vers%c3%a3o%20Final.pdf.jpg3909427fa84b4a746a754924ab111dc6MD54ufscar/171532023-09-18 18:32:33.722oai:repositorio.ufscar.br:ufscar/17153Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:33Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Trajetórias escolares descontínuas na visão de professores da EJA do interior de São Paulo |
dc.title.alternative.eng.fl_str_mv |
Discontinuous school trajectories in the view of EJA teachers from interior of São Paulo |
title |
Trajetórias escolares descontínuas na visão de professores da EJA do interior de São Paulo |
spellingShingle |
Trajetórias escolares descontínuas na visão de professores da EJA do interior de São Paulo Silva, Vitor Rodrigues Muzel da EJA Trajetórias Educacionais Descontínuas Formação de Professores TDICs Pandemia COVID-19 Youth and Adult Education Discontinuous Educational Trajectories Teacher Training TDICs COVID-19 pandemic CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO |
title_short |
Trajetórias escolares descontínuas na visão de professores da EJA do interior de São Paulo |
title_full |
Trajetórias escolares descontínuas na visão de professores da EJA do interior de São Paulo |
title_fullStr |
Trajetórias escolares descontínuas na visão de professores da EJA do interior de São Paulo |
title_full_unstemmed |
Trajetórias escolares descontínuas na visão de professores da EJA do interior de São Paulo |
title_sort |
Trajetórias escolares descontínuas na visão de professores da EJA do interior de São Paulo |
author |
Silva, Vitor Rodrigues Muzel da |
author_facet |
Silva, Vitor Rodrigues Muzel da |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/7680972038900128 |
dc.contributor.author.fl_str_mv |
Silva, Vitor Rodrigues Muzel da |
dc.contributor.advisor1.fl_str_mv |
Carnio, Michel Pisa |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0198207700485715 |
dc.contributor.authorID.fl_str_mv |
d090835d-6f50-4ee3-82a3-c5506945a1d1 |
contributor_str_mv |
Carnio, Michel Pisa |
dc.subject.por.fl_str_mv |
EJA Trajetórias Educacionais Descontínuas Formação de Professores TDICs Pandemia COVID-19 |
topic |
EJA Trajetórias Educacionais Descontínuas Formação de Professores TDICs Pandemia COVID-19 Youth and Adult Education Discontinuous Educational Trajectories Teacher Training TDICs COVID-19 pandemic CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO |
dc.subject.eng.fl_str_mv |
Youth and Adult Education Discontinuous Educational Trajectories Teacher Training TDICs COVID-19 pandemic |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO |
description |
The present monograph research, of qualitative nature, had as general objective investigate the main phenomena, events or situations that originated discontinuous school trajectories from the conceptions of experienced teachers working in EJA. The data collection carried out in September 2021, coincided with the period that public schools in Brazil were in blended classes due to the COVID-19 pandemic. To obtain data, we used focus group interviews and questionnaires, both face-to-face, with 8 EJA teachers from two public schools located in two cities in the interior of the state of São Paulo. These data were worked and analyzed from the discursive textual analysis of Moraes (2003), providing the opportunity to build four categories of analysis: i) a first general approximation of the reports; ii) EJA as a reflection of the regular education system; iii) the intersections between school, family and work; iv) EJA in the COVID-19 pandemic. In the results, there are multiple correlated factors in the subjects' lives that are decisive in the course of their school trajectories: work, family, public policies, school, poverty, social inequality, among others. During the pandemic, a series of challenges were observed, so that the struggle for fundamental rights, including education, became even more necessary. Nevertheless, situations that generate discontinuous trajectories increased even more during the pandemic. However, situations that generate discontinuous trajectories increased even more during the pandemic. During this period of emergency remote teaching, the indispensability of reflecting on digital information and communication technologies (TDICs), rethinking curricular practices that make sense in the lives of EJA subjects and thinking about the continuing education of teachers was further reinforced. |
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2022 |
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2022-12-13T13:34:28Z |
dc.date.available.fl_str_mv |
2022-12-13T13:34:28Z |
dc.date.issued.fl_str_mv |
2022-07-07 |
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info:eu-repo/semantics/publishedVersion |
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SILVA, Vitor Rodrigues Muzel da. Trajetórias escolares descontínuas na visão de professores da EJA do interior de São Paulo. 2022. Trabalho de Conclusão de Curso (Graduação em Ciências Biológicas) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/17153. |
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https://repositorio.ufscar.br/handle/ufscar/17153 |
identifier_str_mv |
SILVA, Vitor Rodrigues Muzel da. Trajetórias escolares descontínuas na visão de professores da EJA do interior de São Paulo. 2022. Trabalho de Conclusão de Curso (Graduação em Ciências Biológicas) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/17153. |
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