Uma cartografia da produção de sentidos entre experiências de jovens e adultos trabalhadores e o direito à educação

• Autor(a) principal: Pereira, Milena Bittencourt
• Data de Publicação: 2017
• 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/1/9998
• topic: Education of youth and adults workers; Right to Education; Meanings of experience; Cartography of Senses; Educação de jovens e adultos trabalhadores; Direito à Educação; Sentidos da experiência; Cartografia de Sentidos; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The Education of Youth and Adults (EJA) presents itself on the writings of Parecer CNE/CEB 11/2000 and LDB 9394/96 as a teaching modality that has purposes and own functions, whose heterogeneity of public involves multiple experiences from work, culture experienced by these individuals that may be present and linked to the schooling process. We consider that the social experiences of youth and adults workers bring tension to the modality of EJA, despite the recognition of the right to education, at least in formal terms as determines the set of legal devices. Thus, the dissertation has as its main objective to investigate the possible meanings between experiences of youth and adults workers and the right to education. We seek to deepen the meanings of the word experience from the contributions of authors such as Benjamin (1989), E.P. Thompson (2002), Freire (2011), in the sense of problematizing the possibilities from the experiences of youth and adults to be sources that inform their processes. For the accomplishment of the research, we chose as empirical locus a municipal public school in São Gonçalo city, a municipality located in the fluminense metropolitan east. In the exercise methodology, the research was carried out by a qualitative approach in which we reached for procedures of participant observation, dialogical interviews and collection of oral and written enunciative materials produced by students during the pedagogical activities accomplished in the classroom. We opted for the analytical perspective of language in its dialogical and dialectic form (Bakhtin, 2000) and as a product of the social relationship. In this context, the research aims to be in constant approximation with these individuals reality, attentive to the meanings that produce in the encounter or confrontation of their experiences in relation to the right to school.