Trajetórias laborais e formativas dos educandos do Proeja

• Autor(a) principal: Coelho, Heliane Braga
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/9643
• topic: Proeja; Educandos; Trajetórias; Proeya; Students; Trajectories; CIENCIAS HUMANAS::EDUCACAO

This dissertation is linked to the line of research: Education, Work and Social Movements of the Post-Graduation Program of the College of Education of the Federal University of Goiás (CE /FUG) and it had as aim to understand the perceptions about the process of learning and teaching of graduating students, concluding students and students who are not permanent of the Technical Course in Bakery integrated to High School in the modality Education of Young and Adults / Professional Technological Education (Proeya) offered by the College Inhumas of the Federal Institute of Goiás (FIG), in the temporal clipping (2013-2017), and the possible in their trajectories of work and education, and the possible contributions in their work and training trajectories. The journey of the investigation is based in the study of case in a historical perspective (BOGDAN; BIKLEN, 1994) based on literature review, documents analyzed and questionnaires that recover the history of the implantation of Proeya, and the study of memories of subjects researched. It was considered the double dimension of the categories: work (ontological x alienation), and education (emancipation x adaptation) according of the biography which discusses the tension and contradictions between capital x work and education x society, highlighting Marx e Engels (1984, 2001), Gramsci (1982, 1991), Nosella (2010), Castro (2011, 2016), Vitorette (2014), IFG (2013, 2016), IFG-Câmpus Inhumas (2014), Arroyo (2005, 2008, 2010, 2017), Machado (1994, 2000, 2009), Kuenzer (1994, 2000, 2014), Antunes (2000, 2009), Frigotto (2003, 2012a, 2012b), Silva (2010), Moura (2013), Machado and Rodrigues (2013), Dayrell (1996), Freire (1996, 2011, 2014), Visquetti (2018) and Wesz (2018). Through the documental research and systematization of interviews and semi-structured questionnaires was possible to identify a high indication of students who are not permanent, the inexistence of a permanent politic of structural investment in the program and teacher’s education. Although the students who are not permanent report as reasons for (not)permanence and the not identification with the initiated course, the difficulties of learning in some subjects of common core, a few integration between theory and practice, the length of the course, the absence of a reception host for underage, this situation was increased by the fragility of student assistance, for the everyday tension, for the tiredness, by the overwork and familiar problems; in contrast, the graduating students and the concluding students report that, despite all these factors that converge for the non-permanence in the course, their trajectories got new arrangements when they could resume and conclude their studies, in the seek for Being More.