Com açúcar e com afeto: práticas dialógicas na educação de jovens e adultos
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UERJ |
Texto Completo: | http://www.bdtd.uerj.br/handle/1/20617 |
Resumo: | The central point of this work is an approximation with pedagogical action in teaching based on dialogue and affection. The adult and youth education-EJA is the large field and the program of Education of young people and adults – PEJA, the Municipal network of Education of the city of Rio de Janeiro is the scenario where the research takes place. Understanding the Exchange and affectivity as fundamental elements for a successful pedagogical action to tackle truancy in mode, the research was to verify the occurrence of such practices in School Units that offer the program, for both, the text is structured into six times. Starting with a historical retrospective of the EJA, the first part seeks place in history, of social care initiatives in early 1940, the conceptual and structural transformations of adult education, to your Constitution as modality and as a right. At this point, work intends to address two points: one, the reflections of historical and systemic dependence imposed by international agencies to Brazil in educational policies and in the EJA, which makes the game a tensioned and another field, as a consequence, the movements that transformed those policies in public subjective right, guaranteed in consolidating. We present the assumptions, arguing that our society is structurally exclusive and that this drawing reproduced in school education; the guiding concepts of work: failure/school dropout, affectivity, Exchange and against hegemony and finally, his chances, from fields of education-related theoretical criticism and popular education, argues that the teaching practice in adult and youth education, riddled with affectivity and Exchange can be presented as a possibility to fight against hegemonic. From a methodology based on action research and the use of questionnaires targeted to collect the data, the research covered twelve schools located in the West zone of the city of Rio de Janeiro involving 11 teachers of history. Then the work brings the analysis that the information collected in the field have raised. Finally, we present a product, a mini course for teachers of PEJA, which proposes a reflection on the need to address the functions of adult and youth education in the daily lives of pedagogical actions and the conclusion in the form of propositions. |
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Araújo, Helena Maria Marqueshttp://lattes.cnpq.br/8290959340127502Fernandes, Andrea da Paixãohttp://lattes.cnpq.br/5619510675947588Silva, Alessandra Nicodemos Oliveirahttp://lattes.cnpq.br/0557589488604397http://lattes.cnpq.br/8320588892827556Coutinho, Paulo Gomescoutinhopg3@gmail.com2023-11-09T17:40:44Z2017-11-06COUTINHO, Paulo Gomes. Com açúcar e com afeto: práticas dialógicas na Educação de Jovens e Adultos. Brasil. 2017. 134 f. Dissertação (Mestrado Profissional de Ensino em Educação Básica) – Instituto de Aplicação Fernando Rodrigues da Silveira, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2017.http://www.bdtd.uerj.br/handle/1/20617The central point of this work is an approximation with pedagogical action in teaching based on dialogue and affection. The adult and youth education-EJA is the large field and the program of Education of young people and adults – PEJA, the Municipal network of Education of the city of Rio de Janeiro is the scenario where the research takes place. Understanding the Exchange and affectivity as fundamental elements for a successful pedagogical action to tackle truancy in mode, the research was to verify the occurrence of such practices in School Units that offer the program, for both, the text is structured into six times. Starting with a historical retrospective of the EJA, the first part seeks place in history, of social care initiatives in early 1940, the conceptual and structural transformations of adult education, to your Constitution as modality and as a right. At this point, work intends to address two points: one, the reflections of historical and systemic dependence imposed by international agencies to Brazil in educational policies and in the EJA, which makes the game a tensioned and another field, as a consequence, the movements that transformed those policies in public subjective right, guaranteed in consolidating. We present the assumptions, arguing that our society is structurally exclusive and that this drawing reproduced in school education; the guiding concepts of work: failure/school dropout, affectivity, Exchange and against hegemony and finally, his chances, from fields of education-related theoretical criticism and popular education, argues that the teaching practice in adult and youth education, riddled with affectivity and Exchange can be presented as a possibility to fight against hegemonic. From a methodology based on action research and the use of questionnaires targeted to collect the data, the research covered twelve schools located in the West zone of the city of Rio de Janeiro involving 11 teachers of history. Then the work brings the analysis that the information collected in the field have raised. Finally, we present a product, a mini course for teachers of PEJA, which proposes a reflection on the need to address the functions of adult and youth education in the daily lives of pedagogical actions and the conclusion in the form of propositions.O ponto central desse trabalho é propor uma ação pedagógica na docência baseada no diálogo e na afetividade. A Educação de Jovens e Adultos – EJA é o grande campo e o Programa de Educação de Jovens e Adultos – PEJA, da Rede Municipal de Educação da Cidade do Rio de Janeiro é o cenário em que a pesquisa acontece. Entendendo a dialogicidade e a afetividade como elementos fundamentais para uma ação pedagógica bem-sucedida ao enfrentar a evasão escolar na modalidade, a pesquisa foi verificara ocorrência - ou não - de tais práticas em Unidades Escolares que oferecem o Programa. Para tanto, o texto está estruturado em seis momentos. Iniciando com uma retrospectiva histórica da EJA, a 1ª parte procura situar na história das iniciativas assistencialistas na década de 1940, passando pelas transformações conceituais e estruturais da educação de adultos, até sua constituição como modalidade e como direito. Nesse momento, o trabalho pretende abordar dois aspectos: um, os reflexos da dependência histórica e sistêmica imposta pelas agências internacionais ao Brasil nas políticas educacionais e na EJA, o que torna a modalidade um campo tensionado e outro, como consequência, os movimentos que transformaram aquelas políticas em direito público subjetivo, garantido e em consolidação. Depois de apresentar um estado da arte, temos o momento da teorização. Apresentamos os pressupostos, argumentando que nossa sociedade é estruturalmente excludente e que este desenho se reproduz na educação escolar; os conceitos orientadores do trabalho: fracasso/abandono escolar, afetividade, dialogicidade e contra-hegemonia e por fim, as hipóteses que, a partir de teóricos ligados aos campos da educação crítica e da educação popular, defende que a prática docente na EJA, eivada de afetividade e dialogicidade, pode ser apresentada como possibilidade de enfrentamento contra-hegemônico. A partir de uma metodologia baseada na pesquisa ação e na utilização de questionários direcionados para coletar os dados, a pesquisa abrangeu doze escolas municipais localizadas na zona oeste da cidade do Rio de Janeiro envolvendo onze docentes de História. A seguir, o trabalho traz as análises que as informações coletadas no campo suscitaram. Finalizando, apresentamos um produto, um minicurso para professores do PEJA que propõe uma reflexão sobre a necessidade de abordar as funções da EJA no cotidiano das ações pedagógicas e a conclusão em forma de proposições.Submitted by Emily CAP/A (emilymdantas@gmail.com) on 2023-11-09T17:40:44Z No. of bitstreams: 1 Dissertação - Paulo Gomes Coutinho - 2017 - Completa.pdf: 1074867 bytes, checksum: c2aba02d669977c2e45c1c5cae740a1f (MD5)Made available in DSpace on 2023-11-09T17:40:44Z (GMT). No. of bitstreams: 1 Dissertação - Paulo Gomes Coutinho - 2017 - Completa.pdf: 1074867 bytes, checksum: c2aba02d669977c2e45c1c5cae740a1f (MD5) Previous issue date: 2017-11-06application/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação de Ensino em Educação Básica - CAp UERJUERJBrasilCentro de Educação e Humanidades::Instituto de Aplicação Fernando Rodrigues da SilveiraYoung and adult education historyTeaching practiceDialogueHistória do EJAPrática docenteDiálogoCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMCom açúcar e com afeto: práticas dialógicas na educação de jovens e adultosWith sugar and with affection: dialogical practices in adult and youth educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALDissertação - Paulo Gomes Coutinho - 2017 - Completa.pdfDissertação - Paulo Gomes Coutinho - 2017 - Completa.pdfapplication/pdf1074867http://www.bdtd.uerj.br/bitstream/1/20617/2/Disserta%C3%A7%C3%A3o+-+Paulo+Gomes+Coutinho+-+2017+-+Completa.pdfc2aba02d669977c2e45c1c5cae740a1fMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82123http://www.bdtd.uerj.br/bitstream/1/20617/1/license.txte5502652da718045d7fcd832b79fca29MD511/206172024-02-26 15:47:20.775oai:www.bdtd.uerj.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://www.bdtd.uerj.br/PUBhttps://www.bdtd.uerj.br:8443/oai/requestbdtd.suporte@uerj.bropendoar:29032024-02-26T18:47:20Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.por.fl_str_mv |
Com açúcar e com afeto: práticas dialógicas na educação de jovens e adultos |
dc.title.alternative.eng.fl_str_mv |
With sugar and with affection: dialogical practices in adult and youth education |
title |
Com açúcar e com afeto: práticas dialógicas na educação de jovens e adultos |
spellingShingle |
Com açúcar e com afeto: práticas dialógicas na educação de jovens e adultos Coutinho, Paulo Gomes Young and adult education history Teaching practice Dialogue História do EJA Prática docente Diálogo CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Com açúcar e com afeto: práticas dialógicas na educação de jovens e adultos |
title_full |
Com açúcar e com afeto: práticas dialógicas na educação de jovens e adultos |
title_fullStr |
Com açúcar e com afeto: práticas dialógicas na educação de jovens e adultos |
title_full_unstemmed |
Com açúcar e com afeto: práticas dialógicas na educação de jovens e adultos |
title_sort |
Com açúcar e com afeto: práticas dialógicas na educação de jovens e adultos |
author |
Coutinho, Paulo Gomes |
author_facet |
Coutinho, Paulo Gomes coutinhopg3@gmail.com |
author_role |
author |
author2 |
coutinhopg3@gmail.com |
author2_role |
author |
dc.contributor.advisor1.fl_str_mv |
Araújo, Helena Maria Marques |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8290959340127502 |
dc.contributor.referee1.fl_str_mv |
Fernandes, Andrea da Paixão |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/5619510675947588 |
dc.contributor.referee2.fl_str_mv |
Silva, Alessandra Nicodemos Oliveira |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/0557589488604397 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8320588892827556 |
dc.contributor.author.fl_str_mv |
Coutinho, Paulo Gomes coutinhopg3@gmail.com |
contributor_str_mv |
Araújo, Helena Maria Marques Fernandes, Andrea da Paixão Silva, Alessandra Nicodemos Oliveira |
dc.subject.eng.fl_str_mv |
Young and adult education history Teaching practice Dialogue |
topic |
Young and adult education history Teaching practice Dialogue História do EJA Prática docente Diálogo CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.por.fl_str_mv |
História do EJA Prática docente Diálogo |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
description |
The central point of this work is an approximation with pedagogical action in teaching based on dialogue and affection. The adult and youth education-EJA is the large field and the program of Education of young people and adults – PEJA, the Municipal network of Education of the city of Rio de Janeiro is the scenario where the research takes place. Understanding the Exchange and affectivity as fundamental elements for a successful pedagogical action to tackle truancy in mode, the research was to verify the occurrence of such practices in School Units that offer the program, for both, the text is structured into six times. Starting with a historical retrospective of the EJA, the first part seeks place in history, of social care initiatives in early 1940, the conceptual and structural transformations of adult education, to your Constitution as modality and as a right. At this point, work intends to address two points: one, the reflections of historical and systemic dependence imposed by international agencies to Brazil in educational policies and in the EJA, which makes the game a tensioned and another field, as a consequence, the movements that transformed those policies in public subjective right, guaranteed in consolidating. We present the assumptions, arguing that our society is structurally exclusive and that this drawing reproduced in school education; the guiding concepts of work: failure/school dropout, affectivity, Exchange and against hegemony and finally, his chances, from fields of education-related theoretical criticism and popular education, argues that the teaching practice in adult and youth education, riddled with affectivity and Exchange can be presented as a possibility to fight against hegemonic. From a methodology based on action research and the use of questionnaires targeted to collect the data, the research covered twelve schools located in the West zone of the city of Rio de Janeiro involving 11 teachers of history. Then the work brings the analysis that the information collected in the field have raised. Finally, we present a product, a mini course for teachers of PEJA, which proposes a reflection on the need to address the functions of adult and youth education in the daily lives of pedagogical actions and the conclusion in the form of propositions. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-11-06 |
dc.date.accessioned.fl_str_mv |
2023-11-09T17:40:44Z |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
COUTINHO, Paulo Gomes. Com açúcar e com afeto: práticas dialógicas na Educação de Jovens e Adultos. Brasil. 2017. 134 f. Dissertação (Mestrado Profissional de Ensino em Educação Básica) – Instituto de Aplicação Fernando Rodrigues da Silveira, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2017. |
dc.identifier.uri.fl_str_mv |
http://www.bdtd.uerj.br/handle/1/20617 |
identifier_str_mv |
COUTINHO, Paulo Gomes. Com açúcar e com afeto: práticas dialógicas na Educação de Jovens e Adultos. Brasil. 2017. 134 f. Dissertação (Mestrado Profissional de Ensino em Educação Básica) – Instituto de Aplicação Fernando Rodrigues da Silveira, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2017. |
url |
http://www.bdtd.uerj.br/handle/1/20617 |
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Brasil |
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Centro de Educação e Humanidades::Instituto de Aplicação Fernando Rodrigues da Silveira |
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Universidade do Estado do Rio de Janeiro |
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