As ações educativas do CACC/IFPB e a compreensão docente das possibilidades de uma contribuição teórica e prática da educação popular

• Autor(a) principal: Leal, Ynakam Luis de Vasconcelos
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/19683
• topic: Educação popular; Expansão progressista; Compreensão docente; Popular education; Progressive expansion; Understanding actions; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The trajectory of professional education in Brazil was developed to meet mostly the demands of the market, where the courses offered are mostly technicians. This research seeks to analyzed the actions of IFPB-CACC (Portuguese acronym of Campus Advanced of Cabedelo Center) and teachers' perception of Popular Education, in order to identify if there is dialogue. Throughout the research we reflect on the historical process of professional education in Brazil showing that besides the technical bias we also perceive a progressive perspective. Then we discuss how the theoretical-methodological foundation of Popular Education is present in the territorialization of CACC. Subsequently, from the teaching profile and their conceptions, we evidenced the possible dialogue with Popular Education in CACC actions. The epistemological approach is qualitative, exploratory and descriptive. The methodology was divided in three moments: bibliographical analysis from the previously exposed problem; analysis of CACC actions based on the courses offered; and the semi-structured interviews with 10 teachers in the campus. The analysis is based on a constant dialogue based on the research-participant, seeking to understand reality in a contextualized way and a vision composed by different realities, since it does not seek to implement actions that intervene in the participants, but rather to identify if there is approximation with them. the researched phenomenon that is Popular Education, Bardin (2011), Minayo (2016). From the data collection we performed a content analysis in a normative perspective.