A mobilização de inéditos-viáveis pelos educadores do Centro de Educação de Jovens e Adultos da Maré/RJ

• Autor(a) principal: Moreirão, Diego Domingues Peçanha
• 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/1/9964
• topic: Youth and Adults Education; Maré (Rio de Janeiro, RJ); Untested Feasibility; Popular Education; Educação de jovens e adultos; Maré (Rio de Janeiro, RJ); Inéditos-viáveis; Educação popular; CNPQ::CIENCIAS HUMANAS::EDUCACAO

Based on my initial interest in dialoguing with Youth and Adult Education teachers about their practices in a space of constant social conflicts, such as Maré, a conglomeration of small neighborhoods in the Northern Zone of Rio de Janeiro, already considered one of the largest complexes of slums of the city, the present research seeks to analyze the central role of the educators of the Maré Youth and Adult Education Center (CEJA Maré) in the mobilization of untested feasibility, ones, among them, through the mobilization of the Education Forum of Maré, as a space of propositional resistance and of strengthening the community in which the school is inserted. The research analyzed the actions of these educators, from the perspective of the political and formative role they play, seeking to understand their main motivations and the strategies used as an expression of the educational praxis. Among the several authors used as reference for this dissertation, the main theoretical supports will be the reflections developed by educator Paulo Freire on education of young people and adults in popular spaces, as well as on the mobilization of untested feasibility in limit-situations, and Antonio Gramsci with his discussion on the role of organic intellectuals in the processes of dispute and maintenance of power in society, leading us to think of the CEJA Maré educators as subjects involved in the disintegration, through their pedagogical practices, perspectives considered as dominant and foment among their students And student discussions in favor of new ways of interacting and understanding the world. As final conclusions, this dissertation presents reflections on the fundamental importance of strengthening the teaching community and their articulation with the subjects that make up the community around the school.