Meanings of Professional Education revealed In Life Stories of PROEJA students

• Autor(a) principal: Oliveira, Jordane Lima Dias
• Data de Publicação: 2023
• Outros Autores: Azevedo, Rosa Oliveira Marins
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Trabalho & Educação (Online)
• Texto Completo: https://periodicos.ufmg.br/index.php/trabedu/article/view/40344
• topic: PROEJA; Formação Profissional; História de Vida; PROEJA; Professional Training; Life's history

The Professional Education Integration Program with Basic Education in the Youth and Adult Education Modality (PROEJA) was created with the aim of promoting the provision of basic education to Youth and Adults in the Federal Education Network, at the same time that it made it possible to think about the offer of training for the world of work, with the principles and concepts of a humanist training, integrating work, science and culture. But it is still possible to integrate aspects of life stories into this conception, which are constituents of existence and also part of integral human formation. In this sense, the study aimed to investigate meanings of professional training that emerge from the Life Stories of 14 students of the Integrated Technical Course in Aquaculture of the National Program for the Integration of Basic Education with Professional Education in the Modality of Youth and Adults - PROEJA, offered at the Instituto Federal de Pará, Campus Tucuruí as a basis for a training proposal. The methodology adopted was the Life Story in four phases, based on Josso (2010) and adapted: 1) Introduction to the construction of the Life Story; 2) The “walk for oneself” as a proposal for reflection on the trajectory of life and professional training; 3) What my Life Story reveals about my education; and 4) Balance of the training process. The group narrative interview was the technique used to collect the sources. For the analysis, the Interpretive-Comprehensive Analysis was used in three stages (SOUZA, 2006). As a result, meanings of formation emerged from the students' narratives, passing through the stages of childhood, youth, and adulthood, revealing experiences that contributed to the return to school in the Integrated Technical Course in Aquaculture.