O processo de implantação e implementação do PROEJA no IFG Campus Goiânia: contradições, limites e perspectivas

• Autor(a) principal: CASTRO, Mad Ana Desiree Ribeiro de
• Data de Publicação: 2011
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tde/1134
• topic: Estado; Políticas Educacionais; Educação de Jovens e Adultos; Educação Profissional; Cultura Institucional.; State; Education Policies; Youth and Adults Education; Professional/Vocational Education; Institutional Culture.; CNPQ::CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL::POLITICA EDUCACIONAL

This work is linked to the line of research entitled State, Policies and History Education of the Post-Graduation Program in Education of the Faculty Education of the Federal University of Goiás. It is a case study on the implantation and implementation process of the National Program for Integration of Professional/Vocational Education with Basic Education in the Modality of Education of Youths and Adults (PROEJA), from 2006 to 2010, at current Federal Institute of Goiás, Goiânia Campus. This work had as starting point: on one hand, the identification of the structural aspects of the State, of the Brazilian education and of the economic and political conjuncture which contextualized the direction of educational policies at the time of launch of that program and, on the other, the understanding that educational institutions are also constitutive and constituent parts of this structure and conjuncture. Contributions of Karl Marx, Antonio Gramsci, Florestan Fernandes, Octavio Ianni, Francisco de Oliveira, Luiz Filgueiras, Reinaldo Gonçalves, David Maciel, Otaiza Romanelli, José Willington Germano, Gaudencio Frigotto, Maria Ciavatta, Acácia Kuenzer, Domingos Leite Lima Filho, Dante Moura, Jacqueline Moll, Gilda Guimarães, Sonia Rummert, Jane Paiva, Maria Margarida Machado, Miguel Arroyo, Luiz Fernandes Dourado, Vitor Paro, Erasto Mendonca, among others, were sought in this work. In order to carry out the qualitative research, documents relating to educational policy and procedures for the creation of the PROEJA at Goiânia Campus were examined; questionnaires were applied to students and teachers; managers who somehow were involved in the implantation and implementation of the PROEJA at Goiânia Campus were interviewed; statements given by students, teachers and administrators during the meeting named PROEJA Dialogues, held on the Goiânia Campus in August 2010, were analyzed; and the dissertations linked to research groups that are part of the Edict PROEJA-Capes/Setec were also investigated. Findings reveal the contradictions in the process of implantation and implementation of the PROEJA program, thus constituting its limits and also the possibilities that the perspectives signal at Goiânia Campus.