PAULO FREIRE AND THE YOUTH AND ADULT EDUCATION: MEANINGS ATTRIBUTED BY STUDENTS FOR STAYING IN EJA

Detalhes bibliográficos
Autor(a) principal: Buzioli, Josiane Regina de Souza
Data de Publicação: 2021
Outros Autores: Tassoni, Elvira Cristina Martins
Tipo de documento: Artigo
Idioma: por
Título da fonte: Inter-ação (Goiânia. Online)
Texto Completo: https://revistas.ufg.br/interacao/article/view/68193
Resumo: Taking Paulo Freire's legacy as a reference, we present a research that aimed to investigate what affects EJA students, early years, in order to enhance the desire to keep studying, staying in school for longer, minimizing evasion. This is an empirical research conducted in three classes of EJA (early years), in the city of Campinas / SP. The methodological procedures involved observation in the classroom and the realization of focus groups with 31 students. The analysis explored the meanings attributed by the participants to their personal and school experiences. The factors that contribute to staying at EJA are: the desire for cultural insertion and the perception that they are learning. The influences of family and work constituted both reasons for impediments and permanence. KEYWORDS: Affections and EJA. Teaching and Learning. School and Cultural Insertion. Permanence and Evasion.
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spelling PAULO FREIRE AND THE YOUTH AND ADULT EDUCATION: MEANINGS ATTRIBUTED BY STUDENTS FOR STAYING IN EJAPAULO FREIRE Y LA EDUCACIÓN DE JÓVENES Y ADULTOS: SENTIDOS ASIGNADOS PARA LOS ESTUDIANTES POR LA PERMANENCIA EN EJAPAULO FREIRE E A EDUCAÇÃO DE JOVENS E ADULTOS: SENTIDOS ATRIBUÍDOS PELOS ALUNOS PARA A PERMANÊNCIA NA EJATaking Paulo Freire's legacy as a reference, we present a research that aimed to investigate what affects EJA students, early years, in order to enhance the desire to keep studying, staying in school for longer, minimizing evasion. This is an empirical research conducted in three classes of EJA (early years), in the city of Campinas / SP. The methodological procedures involved observation in the classroom and the realization of focus groups with 31 students. The analysis explored the meanings attributed by the participants to their personal and school experiences. The factors that contribute to staying at EJA are: the desire for cultural insertion and the perception that they are learning. The influences of family and work constituted both reasons for impediments and permanence. KEYWORDS: Affections and EJA. Teaching and Learning. School and Cultural Insertion. Permanence and Evasion.Tomando como referencia el legado de Paulo Freire, presentamos una investigación que tuvo como objetivo investigar qué afecta a los estudiantes de EJA, los primeros años, con el fin de potenciar el deseo de seguir estudiando, permanecer más tiempo en la escuela, minimizando la deserción. Se trata de una investigación empírica realizada en tres clases de EJA (primeros años), en la ciudad de Campinas/SP. Los procedimientos metodológicos involucraron la observación en el aula y la realización de grupos focales con 31 alumnos. El análisis exploró los significados atribuidos por los participantes a sus experiencias personales y escolares. Los factores que contribuyen a la permanencia en EJA son: el deseo de inserción cultural y la percepción de que están aprendiendo. Las influencias de la familia y el trabajo constituyeron tanto motivos de impedimentos como de permanencia. PALABRAS CLAVE: Afectos y EJA. Enseñando y Aprendiendo. Inserción Escolar y Cultural. Permanencia y Evasión.Tomando o legado de Paulo Freire como referência, apresentamos uma pesquisa que teve o objetivo de investigar o que afeta os alunos da EJA, anos iniciais, de forma a potencializar a vontade de se manterem estudando, permanecendo na escola por mais tempo, minimizando a evasão. Trata-se de uma pesquisa empírica realizada em três classes de EJA (anos iniciais), no município de Campinas/SP. Os procedimentos metodológicos envolveram a observação em sala de aula e a realização de grupos focais com 31 alunos. A análise explorou os sentidos atribuídos pelos participantes às suas experiências pessoais e escolares. Os fatores que contribuem para a permanência na EJA são: o desejo de inserção cultural e a percepção de que estão aprendendo. As influências da família e do trabalho constituíram tanto motivos de impedimentos como para a permanência. PALAVRAS-CHAVE: Afetos e EJA. Ensino e Aprendizagem. Escola e Inserção Cultural. Permanência e Evasão.Faculdade de Educação (UFG)2021-10-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado por paresapplication/pdfhttps://revistas.ufg.br/interacao/article/view/6819310.5216/ia.v46ied.especial.68193Journal Inter-Ação; Vol. 46 No. ed.especial (2021): Paulo Freire - 100 years: faces of a humanizing praxis; 1068-1085Revista Inter Ação; Vol. 46 Núm. ed.especial (2021): Paulo Freire – 100 años: las caras de una praxis humanizadora; 1068-1085Revista Inter-Ação; v. 46 n. ed.especial (2021): Paulo Freire - 100 anos: faces de uma práxis humanizadora; 1068-10851981-8416reponame:Inter-ação (Goiânia. Online)instname:Universidade Federal de Goiás (UFG)instacron:UFGporhttps://revistas.ufg.br/interacao/article/view/68193/37254Copyright (c) 2021 Josiane Regina de Souza Buzioli, Elvira Cristina Martins Tassoniinfo:eu-repo/semantics/openAccessBuzioli, Josiane Regina de SouzaTassoni, Elvira Cristina Martins2021-10-05T18:20:25Zoai:ojs.revistas.ufg.br:article/68193Revistahttps://revistas.ufg.br/index.php/interacaoPUBhttps://revistas.ufg.br/index.php/interacao/oai||revistainteracao@gmail.com1981-84160101-7136opendoar:2024-05-21T19:55:03.178799Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG)true
dc.title.none.fl_str_mv PAULO FREIRE AND THE YOUTH AND ADULT EDUCATION: MEANINGS ATTRIBUTED BY STUDENTS FOR STAYING IN EJA
PAULO FREIRE Y LA EDUCACIÓN DE JÓVENES Y ADULTOS: SENTIDOS ASIGNADOS PARA LOS ESTUDIANTES POR LA PERMANENCIA EN EJA
PAULO FREIRE E A EDUCAÇÃO DE JOVENS E ADULTOS: SENTIDOS ATRIBUÍDOS PELOS ALUNOS PARA A PERMANÊNCIA NA EJA
title PAULO FREIRE AND THE YOUTH AND ADULT EDUCATION: MEANINGS ATTRIBUTED BY STUDENTS FOR STAYING IN EJA
spellingShingle PAULO FREIRE AND THE YOUTH AND ADULT EDUCATION: MEANINGS ATTRIBUTED BY STUDENTS FOR STAYING IN EJA
Buzioli, Josiane Regina de Souza
title_short PAULO FREIRE AND THE YOUTH AND ADULT EDUCATION: MEANINGS ATTRIBUTED BY STUDENTS FOR STAYING IN EJA
title_full PAULO FREIRE AND THE YOUTH AND ADULT EDUCATION: MEANINGS ATTRIBUTED BY STUDENTS FOR STAYING IN EJA
title_fullStr PAULO FREIRE AND THE YOUTH AND ADULT EDUCATION: MEANINGS ATTRIBUTED BY STUDENTS FOR STAYING IN EJA
title_full_unstemmed PAULO FREIRE AND THE YOUTH AND ADULT EDUCATION: MEANINGS ATTRIBUTED BY STUDENTS FOR STAYING IN EJA
title_sort PAULO FREIRE AND THE YOUTH AND ADULT EDUCATION: MEANINGS ATTRIBUTED BY STUDENTS FOR STAYING IN EJA
author Buzioli, Josiane Regina de Souza
author_facet Buzioli, Josiane Regina de Souza
Tassoni, Elvira Cristina Martins
author_role author
author2 Tassoni, Elvira Cristina Martins
author2_role author
dc.contributor.author.fl_str_mv Buzioli, Josiane Regina de Souza
Tassoni, Elvira Cristina Martins
description Taking Paulo Freire's legacy as a reference, we present a research that aimed to investigate what affects EJA students, early years, in order to enhance the desire to keep studying, staying in school for longer, minimizing evasion. This is an empirical research conducted in three classes of EJA (early years), in the city of Campinas / SP. The methodological procedures involved observation in the classroom and the realization of focus groups with 31 students. The analysis explored the meanings attributed by the participants to their personal and school experiences. The factors that contribute to staying at EJA are: the desire for cultural insertion and the perception that they are learning. The influences of family and work constituted both reasons for impediments and permanence. KEYWORDS: Affections and EJA. Teaching and Learning. School and Cultural Insertion. Permanence and Evasion.
publishDate 2021
dc.date.none.fl_str_mv 2021-10-05
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado por pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.ufg.br/interacao/article/view/68193
10.5216/ia.v46ied.especial.68193
url https://revistas.ufg.br/interacao/article/view/68193
identifier_str_mv 10.5216/ia.v46ied.especial.68193
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.ufg.br/interacao/article/view/68193/37254
dc.rights.driver.fl_str_mv Copyright (c) 2021 Josiane Regina de Souza Buzioli, Elvira Cristina Martins Tassoni
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Josiane Regina de Souza Buzioli, Elvira Cristina Martins Tassoni
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Faculdade de Educação (UFG)
publisher.none.fl_str_mv Faculdade de Educação (UFG)
dc.source.none.fl_str_mv Journal Inter-Ação; Vol. 46 No. ed.especial (2021): Paulo Freire - 100 years: faces of a humanizing praxis; 1068-1085
Revista Inter Ação; Vol. 46 Núm. ed.especial (2021): Paulo Freire – 100 años: las caras de una praxis humanizadora; 1068-1085
Revista Inter-Ação; v. 46 n. ed.especial (2021): Paulo Freire - 100 anos: faces de uma práxis humanizadora; 1068-1085
1981-8416
reponame:Inter-ação (Goiânia. Online)
instname:Universidade Federal de Goiás (UFG)
instacron:UFG
instname_str Universidade Federal de Goiás (UFG)
instacron_str UFG
institution UFG
reponame_str Inter-ação (Goiânia. Online)
collection Inter-ação (Goiânia. Online)
repository.name.fl_str_mv Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG)
repository.mail.fl_str_mv ||revistainteracao@gmail.com
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