Transformando as velhas formas do viver: o desafio da permanência dos alunos adultos no ensino noturno

• Autor(a) principal: Carias, Aurelina de Jesus da Cruz
• Data de Publicação: 2009
• 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/1/10126
• topic: Adult education; Evening classes; Cycles; Education policy; Educação de Adultos; Ensino noturno; Ciclos; Política educacional; CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO DE ADULTOS

This work focuses on the question of permanency of students adults on the evening education. This study seeks to analyze the reasons for school permanency among adults, through study of their narratives about the life trajectories, educational expectations, reasons for their return to school and the dreams we cherish about the school. It is a research, therefore, to be held with a qualitative perspective. The students surveyed participate in the Municipal School Nísia Fernandes Vilela, public schools in Duque de Caxias, city in the Baixada Fluminense, in Rio de Janeiro. The school offers basic education in 4 shifts (7am to 11am; 11am to 03pm, 03pm to 07pm, 07pm to 10pm) where the organization of the early years and evening education´s is in shifts. Adults, on behalf of local education policy, were included in the regular evening study as one of the strategies included in the financing of FUNDEF (currently unnecessary strategy with the creation of the FUNDEB). Why students surveyed remain at the school? What are the meanings of school for these students in their Life Stories? What are the relations maintained with the school as children and young people? What's expectations regarding in relation to the process of schooling? How do they break families and professionals challenges to be at school? These issues are worked out with the aid of concepts such as poverty (SANTOS, Milton, 2008; SANTOS, Boaventura de Souza, 1995, 2007; TELLES, 2008), religiosity (TEIXEIRA, 2006; MENEZES, 2006; NOVAES, 2006; LAHIRE, 2006/08; BOURDIEU, 1997/8/9, 2001;) and school socialization process (LAHIRE, 2006/08; DUBET, 2004/08; BOURDIEU 1997/8/9, 2001; FREIRE, 1979, 1981/8, 1991/3/4 e 2000).