Educação atrás das grades: a formação do professor da educação de jovens e adultos o qual atua no sistema penitenciário do Estado do Maranhão

Detalhes bibliográficos
Autor(a) principal: COELHO, Ellen Josy Araujo da Silva
Data de Publicação: 2017
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UFMA
Texto Completo: https://tedebc.ufma.br/jspui/handle/tede/tede/2147
Resumo: The problem analyzed in this study was the initial training of the EJA (Education Program for Youths and Adults) teachers, whose work in the penitentiary system of the State of Maranhão. This research, anchored in the critical study, used the qualitative methodological approach, which enabled an interpretative analysis considering the perceptions of the investigated subjects, through the theoretical contribution of Minayo (2001), Gerhardt and Silveira (2009) and Fonseca (2002). The instruments of data collection were the semi-structured interview applied to a Director and the questionnaire with both open and closed questions for nine EJA teachers who work in the School of Penitentiary in Maranhão, totalizing ten subjects interviewed. The organization of data for analysis and interpretation was carried out according to the groups of information into three categories: to education for resocialization; continuing education and the difficulties of pedagogical work; motivation and permanence of the teacher in the school. In the context of EJA and teacher training, we have the contribution of Soares (2003-2006), Maria Moura (2003), Tania Moura (2009), Haddad and Di Pierro (2000, 2015), Paiva (2003), Tanuri (2000), Fusari e Córtese (1989), Godoy (2000), Silva (2003) Ribeiro e Miranda (2009), Saviani (2008), Libâneo e Pimenta (1987, 1999), Freitas (2002), Freire (1987, 1996), and other researchers, in order to evaluate the results of the present study and theorists of this subject, as well as analysis of the Brazilian Federal Constitution of 1988, Lei de Diretrizes e Bases da Educação Nacional – 1996 (National Education Guidelines), Plano Nacional de Educação – 2014 (National Education Plan), Lei de Execução Penal – 1984 (Penal Execution Law), Diretrizes Nacionais para a Oferta de Educação nos Estabelecimentos Penais – 2009 (National Guidelines to the Offer of Education on Criminal Facilities), and other legal educational texts over the prison system. The result of the research allowed to conclude that the teachers of the EJA of the penitentiary system of Maranhão do not have initial formation that allow improvement on the prison system; promote education through personal and collective commitment; perceive educational actions as an instrument of social reintegration. They emphasize, according to the statements, the abandonment of these two institutions, the educational field and public security, which supports the development of pedagogical practice. They also reveal the desire to remain in the prison environment until the possibilities of teaching are exhausted. This work is relevant in order to develop a debate and promote actions in the context of the training of teachers of the EJA in the prison system, aiming to contribute in the process of retraction of the imprisoned for social return.
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spelling MELO, Maria Alice019854183-04http://lattes.cnpq.br/8175989249772475MELO, Maria Alice019854183-04http://lattes.cnpq.br/8175989249772475701363003-91http://lattes.cnpq.br/5458477014079779COELHO, Ellen Josy Araujo da Silva2018-04-04T14:44:37Z2017-12-29COELHO, Ellen Josy Araujo da Silva. Educação atrás das grades: a formação do professor da educação de jovens e adultos o qual atua no sistema penitenciário do Estado do Maranhão. 2017. 160f. Dissertação (Mestrado em Educação/CCSO) - Universidade Federal do Maranhão, São Luís .https://tedebc.ufma.br/jspui/handle/tede/tede/2147The problem analyzed in this study was the initial training of the EJA (Education Program for Youths and Adults) teachers, whose work in the penitentiary system of the State of Maranhão. This research, anchored in the critical study, used the qualitative methodological approach, which enabled an interpretative analysis considering the perceptions of the investigated subjects, through the theoretical contribution of Minayo (2001), Gerhardt and Silveira (2009) and Fonseca (2002). The instruments of data collection were the semi-structured interview applied to a Director and the questionnaire with both open and closed questions for nine EJA teachers who work in the School of Penitentiary in Maranhão, totalizing ten subjects interviewed. The organization of data for analysis and interpretation was carried out according to the groups of information into three categories: to education for resocialization; continuing education and the difficulties of pedagogical work; motivation and permanence of the teacher in the school. In the context of EJA and teacher training, we have the contribution of Soares (2003-2006), Maria Moura (2003), Tania Moura (2009), Haddad and Di Pierro (2000, 2015), Paiva (2003), Tanuri (2000), Fusari e Córtese (1989), Godoy (2000), Silva (2003) Ribeiro e Miranda (2009), Saviani (2008), Libâneo e Pimenta (1987, 1999), Freitas (2002), Freire (1987, 1996), and other researchers, in order to evaluate the results of the present study and theorists of this subject, as well as analysis of the Brazilian Federal Constitution of 1988, Lei de Diretrizes e Bases da Educação Nacional – 1996 (National Education Guidelines), Plano Nacional de Educação – 2014 (National Education Plan), Lei de Execução Penal – 1984 (Penal Execution Law), Diretrizes Nacionais para a Oferta de Educação nos Estabelecimentos Penais – 2009 (National Guidelines to the Offer of Education on Criminal Facilities), and other legal educational texts over the prison system. The result of the research allowed to conclude that the teachers of the EJA of the penitentiary system of Maranhão do not have initial formation that allow improvement on the prison system; promote education through personal and collective commitment; perceive educational actions as an instrument of social reintegration. They emphasize, according to the statements, the abandonment of these two institutions, the educational field and public security, which supports the development of pedagogical practice. They also reveal the desire to remain in the prison environment until the possibilities of teaching are exhausted. This work is relevant in order to develop a debate and promote actions in the context of the training of teachers of the EJA in the prison system, aiming to contribute in the process of retraction of the imprisoned for social return.A problemática analisada neste trabalho foi a formação inicial do professor da EJA que atua no sistema penitenciário do Estado do Maranhão. Esta pesquisa, ancorada no estudo crítico, utilizou a abordagem metodológica qualitativa, que possibilitou uma análise interpretativa considerando as percepções dos sujeitos investigados, mediante o aporte teórico de Minayo(2001), Gerhardt e Silveira (2009) e Fonseca (2002). Os instrumentos de coleta de dados foram a entrevista semi-estruturada aplicada a um Diretor e o questionário com perguntas abertas e fechadas para nove professores da EJA que atuam na escola da Penitenciária no Maranhão, totalizando dez sujeitos entrevistados. A organização dos dados para análise e interpretação foi realizada conforme o agrupamento das informações em três categorias: educar para ressocializar; formação continuada e as dificuldades do trabalho pedagógico; motivação e permanência do professor na escola. No âmbito da EJA e da formação de professores, contamos com a contribuição de Soares (2003, 2006), Maria Moura (2003), Tania Moura (2009), Haddad e Di Pierro (2000, 2015), Paiva (2003), Tanuri (2000), Fusari e Córtese (1989), Godoy (2000), Silva (2003) Ribeiro e Miranda (2009), Saviani (2008), Libâneo e Pimenta (1987, 1999), Freitas (2002), Freire (1987, 1996) e outros pesquisadores e teóricos da referida temática, bem como análise da Constituição Federal de 1988, Lei de Diretrizes e Bases da Educação Nacional (1996), Plano Nacional de Educação (2014), Lei de Execução Penal (1984), Diretrizes Nacionais para a Oferta de Educação nos Estabelecimentos Penais (2009) e outros textos legais educacionais e do sistema prisional. O resultado da pesquisa permitiu concluir que os professores da EJA do sistema penitenciário do Maranhão não possuem formação inicial que permitam atuar no sistema prisional; promovem a educação por compromisso pessoal e coletivo; percebem as ações educativas como instrumento de ressocialização e reintegração social. Enfatizam, segundo os depoimentos, o abandono das duas instituições, do campo educacional e da segurança pública, que dê suporte ao desenvolvimento da prática pedagógica. Revelam ainda o desejo de permanecer no ambiente prisional até exaurir as possibilidades de ensinar. Este trabalho é relevante no sentido de desenvolver o debate e promover ações no âmbito da formação de professores da EJA no sistema prisional, objetivando contribuir no processo de retratação do encarcerado para o retorno social.Submitted by Daniella Santos (daniella.santos@ufma.br) on 2018-04-04T14:44:37Z No. of bitstreams: 1 Ellen Coelho.pdf: 1124175 bytes, checksum: e87b7804f6ce4ea5d02fa09dff159797 (MD5)Made available in DSpace on 2018-04-04T14:44:37Z (GMT). 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dc.title.por.fl_str_mv Educação atrás das grades: a formação do professor da educação de jovens e adultos o qual atua no sistema penitenciário do Estado do Maranhão
dc.title.alternative.eng.fl_str_mv Education behind bars: teacher training in youth education and adults who work in the penitentiary system of the State of Maranhão
title Educação atrás das grades: a formação do professor da educação de jovens e adultos o qual atua no sistema penitenciário do Estado do Maranhão
spellingShingle Educação atrás das grades: a formação do professor da educação de jovens e adultos o qual atua no sistema penitenciário do Estado do Maranhão
COELHO, Ellen Josy Araujo da Silva
Educação como direito fundamental
Formação inicial de professores
EJA na prisão
EJA in prison
Education as a fundamental right
Initial teacher training
Tópicos Específicos de Educação
title_short Educação atrás das grades: a formação do professor da educação de jovens e adultos o qual atua no sistema penitenciário do Estado do Maranhão
title_full Educação atrás das grades: a formação do professor da educação de jovens e adultos o qual atua no sistema penitenciário do Estado do Maranhão
title_fullStr Educação atrás das grades: a formação do professor da educação de jovens e adultos o qual atua no sistema penitenciário do Estado do Maranhão
title_full_unstemmed Educação atrás das grades: a formação do professor da educação de jovens e adultos o qual atua no sistema penitenciário do Estado do Maranhão
title_sort Educação atrás das grades: a formação do professor da educação de jovens e adultos o qual atua no sistema penitenciário do Estado do Maranhão
author COELHO, Ellen Josy Araujo da Silva
author_facet COELHO, Ellen Josy Araujo da Silva
author_role author
dc.contributor.advisor1.fl_str_mv MELO, Maria Alice
dc.contributor.advisor1ID.fl_str_mv 019854183-04
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/8175989249772475
dc.contributor.referee1.fl_str_mv MELO, Maria Alice
dc.contributor.referee1ID.fl_str_mv 019854183-04
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/8175989249772475
dc.contributor.authorID.fl_str_mv 701363003-91
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/5458477014079779
dc.contributor.author.fl_str_mv COELHO, Ellen Josy Araujo da Silva
contributor_str_mv MELO, Maria Alice
MELO, Maria Alice
dc.subject.por.fl_str_mv Educação como direito fundamental
Formação inicial de professores
EJA na prisão
EJA in prison
topic Educação como direito fundamental
Formação inicial de professores
EJA na prisão
EJA in prison
Education as a fundamental right
Initial teacher training
Tópicos Específicos de Educação
dc.subject.eng.fl_str_mv Education as a fundamental right
Initial teacher training
dc.subject.cnpq.fl_str_mv Tópicos Específicos de Educação
description The problem analyzed in this study was the initial training of the EJA (Education Program for Youths and Adults) teachers, whose work in the penitentiary system of the State of Maranhão. This research, anchored in the critical study, used the qualitative methodological approach, which enabled an interpretative analysis considering the perceptions of the investigated subjects, through the theoretical contribution of Minayo (2001), Gerhardt and Silveira (2009) and Fonseca (2002). The instruments of data collection were the semi-structured interview applied to a Director and the questionnaire with both open and closed questions for nine EJA teachers who work in the School of Penitentiary in Maranhão, totalizing ten subjects interviewed. The organization of data for analysis and interpretation was carried out according to the groups of information into three categories: to education for resocialization; continuing education and the difficulties of pedagogical work; motivation and permanence of the teacher in the school. In the context of EJA and teacher training, we have the contribution of Soares (2003-2006), Maria Moura (2003), Tania Moura (2009), Haddad and Di Pierro (2000, 2015), Paiva (2003), Tanuri (2000), Fusari e Córtese (1989), Godoy (2000), Silva (2003) Ribeiro e Miranda (2009), Saviani (2008), Libâneo e Pimenta (1987, 1999), Freitas (2002), Freire (1987, 1996), and other researchers, in order to evaluate the results of the present study and theorists of this subject, as well as analysis of the Brazilian Federal Constitution of 1988, Lei de Diretrizes e Bases da Educação Nacional – 1996 (National Education Guidelines), Plano Nacional de Educação – 2014 (National Education Plan), Lei de Execução Penal – 1984 (Penal Execution Law), Diretrizes Nacionais para a Oferta de Educação nos Estabelecimentos Penais – 2009 (National Guidelines to the Offer of Education on Criminal Facilities), and other legal educational texts over the prison system. The result of the research allowed to conclude that the teachers of the EJA of the penitentiary system of Maranhão do not have initial formation that allow improvement on the prison system; promote education through personal and collective commitment; perceive educational actions as an instrument of social reintegration. They emphasize, according to the statements, the abandonment of these two institutions, the educational field and public security, which supports the development of pedagogical practice. They also reveal the desire to remain in the prison environment until the possibilities of teaching are exhausted. This work is relevant in order to develop a debate and promote actions in the context of the training of teachers of the EJA in the prison system, aiming to contribute in the process of retraction of the imprisoned for social return.
publishDate 2017
dc.date.issued.fl_str_mv 2017-12-29
dc.date.accessioned.fl_str_mv 2018-04-04T14:44:37Z
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dc.identifier.citation.fl_str_mv COELHO, Ellen Josy Araujo da Silva. Educação atrás das grades: a formação do professor da educação de jovens e adultos o qual atua no sistema penitenciário do Estado do Maranhão. 2017. 160f. Dissertação (Mestrado em Educação/CCSO) - Universidade Federal do Maranhão, São Luís .
dc.identifier.uri.fl_str_mv https://tedebc.ufma.br/jspui/handle/tede/tede/2147
identifier_str_mv COELHO, Ellen Josy Araujo da Silva. Educação atrás das grades: a formação do professor da educação de jovens e adultos o qual atua no sistema penitenciário do Estado do Maranhão. 2017. 160f. Dissertação (Mestrado em Educação/CCSO) - Universidade Federal do Maranhão, São Luís .
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