Saberes necessários para a docência na educação de jovens e adultos
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFRN |
Texto Completo: | https://repositorio.ufrn.br/jspui/handle/123456789/18319 |
Resumo: | The present thesis, entitled Knowledge for teaching: reflecting over the Youth and Adult Education, mainly considered common aspects concerning teachers knowledge and youth and adult education. It aimed to analyze, in partnership with its participants, the knowledge which is requested for teaching youth and adults. It focused on the following question: What teaching knowledge is necessary for the professionals who work during the first grades of elementary school with the youth and adults? The research took place in a school named Escola Municipal São Lucas, located in the city of Vitória da Conquista, state of Bahia, having as reference the discourses of four participants involved in the experience of research-formation. The collaborative approach, based on qualitative principles, was the adopted theoricalmethodological way, considering four actions: describing, informing, confronting and reconstructing. Collective interviews, study and reflection sessions, literacy practice observations, documental analysis and notes regarding field work were procedures adopted throughout the research. In order to analyze and organize data, we were supported by the discourse analysis, by Bakhtin (1997), specifically about the discussions around the ideas of theme and signification, which are concepts related to processual and dialectical analysis. The results and conclusions of the research make it possible to affirm that pedagogical practices, professional experiences, dialogues with other individuals and knowledge acquired at the university and at other learning environments are the participants main knowledge sources. When it comes to the local educational politics, it is observed contradiction between the participants desires regarding the school pedagogical routines and the proposals of the local government in relation to education. From our point of view, the knowledge identified and analyzed in this thesis demands the development of a diligent, technical, scientific and politically planned formative process (initial and continued), which requires fundamental public investments to recreate the educational politics and, consequently, the pedagogical experiences within the schools, contributing to the Youth and Adult Education professionalization process |
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Santos, Jose Jackson Reis doshttp://lattes.cnpq.br/5204751662721268http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4785976J0Moura, Tânia Maria de Melohttp://lattes.cnpq.br/3447349480081320Leite, Maria Iza Pinto de Amorimhttp://lattes.cnpq.br/2299914576629205Campelo, Maria Estela Costa Holandahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794939J7Barbosa Júnior, Walter Pinheirohttp://lattes.cnpq.br/75329115387721432015-02-24T18:18:38Z2015-02-132015-02-24T18:18:38Z2011-08-02SANTOS, Jose Jackson Reis dos. Saberes necessários para a docência na educação de jovens e adultos. 2011. 189 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2011.https://repositorio.ufrn.br/jspui/handle/123456789/18319The present thesis, entitled Knowledge for teaching: reflecting over the Youth and Adult Education, mainly considered common aspects concerning teachers knowledge and youth and adult education. It aimed to analyze, in partnership with its participants, the knowledge which is requested for teaching youth and adults. It focused on the following question: What teaching knowledge is necessary for the professionals who work during the first grades of elementary school with the youth and adults? The research took place in a school named Escola Municipal São Lucas, located in the city of Vitória da Conquista, state of Bahia, having as reference the discourses of four participants involved in the experience of research-formation. The collaborative approach, based on qualitative principles, was the adopted theoricalmethodological way, considering four actions: describing, informing, confronting and reconstructing. Collective interviews, study and reflection sessions, literacy practice observations, documental analysis and notes regarding field work were procedures adopted throughout the research. In order to analyze and organize data, we were supported by the discourse analysis, by Bakhtin (1997), specifically about the discussions around the ideas of theme and signification, which are concepts related to processual and dialectical analysis. The results and conclusions of the research make it possible to affirm that pedagogical practices, professional experiences, dialogues with other individuals and knowledge acquired at the university and at other learning environments are the participants main knowledge sources. When it comes to the local educational politics, it is observed contradiction between the participants desires regarding the school pedagogical routines and the proposals of the local government in relation to education. From our point of view, the knowledge identified and analyzed in this thesis demands the development of a diligent, technical, scientific and politically planned formative process (initial and continued), which requires fundamental public investments to recreate the educational politics and, consequently, the pedagogical experiences within the schools, contributing to the Youth and Adult Education professionalization processNesta tese, intitulada Saberes para a docência: refletindo sobre a Educação de Jovens e Adultos , são privilegiados aspectos que se entrecruzam sobre os saberes docentes e a Educação de Jovens e Adultos. Teve-se como objetivo central analisar, com os partícipes envolvidos, os saberes necessários para a docência na Educação de Jovens e Adultos. A preocupação centrou-se na seguinte questão: que saberes para a docência são necessários para o profissional atuar nos anos iniciais do ensino fundamental com jovens e adultos? A pesquisa foi desenvolvida na Escola Municipal São Lucas, localizada na cidade de Vitória da Conquista/Bahia, tomando como referência os discursos de quatro partícipes envolvidos na experiência de pesquisa-formação. A abordagem colaborativa, de natureza qualitativa, foi o caminho teórico-metodológico adotado, considerando quatro ações: descrever, informar, confrontar e reconstruir. Foram realizados, ao longo da pesquisa, entrevista coletiva, sessões de estudo, sessões reflexivas, observações da prática alfabetizadora, análise documental e registro escrito de notas de campo. Para análise e sistematização dos dados, tomou-se como referência os pressupostos da análise do discurso, baseando-se em estudos de Bakhtin (1997), especificamente sobre as discussões em torno das ideias de tema e de significação, conceitos estes articulados a uma análise processual e dialética. Os resultados e conclusões da pesquisa permitem afirmar que a prática pedagógica, as experiências profissionais, o diálogo com outros sujeitos, os conhecimentos adquiridos na universidade e em outros espaços formativos são as principais fontes de saberes dos partícipes. Estas se entrecruzam com outros conceitos, como o de docência e o de alfabetização. No âmbito da política educacional da rede municipal de ensino, são observadas contradições entre o que desejam os partícipes na prática cotidiana da instituição e o que propõe a Secretaria Municipal de Educação. Os saberes identificados e analisados nesta tese exigem, do nosso ponto de vista, o desenvolvimento de um processo formativo (inicial e continuado) rigoroso, técnico-científico e politicamente planejado, requerendo das instâncias formativas o investimento necessário para reelaborar as políticas educacionais e, consequentemente, ressignificar as experiências pedagógicas no interior das escolas, contribuindo, desse modo, para o processo de profissionalização na Educação de Jovens e Adultosapplication/pdfporUniversidade Federal do Rio Grande do NortePrograma de Pós-Graduação em EducaçãoUFRNBREducaçãoEducação de jovens e adultosSaberes docentesEnsino fundamentalYouth and adult educationTeaching knowledgeElementary schoolCNPQ::CIENCIAS HUMANAS::EDUCACAOSaberes necessários para a docência na educação de jovens e adultosinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRNinstname:Universidade Federal do Rio Grande do Norte (UFRN)instacron:UFRNTEXTJoseJRS_TESE.pdf.txtJoseJRS_TESE.pdf.txtExtracted texttext/plain420986https://repositorio.ufrn.br/bitstream/123456789/18319/6/JoseJRS_TESE.pdf.txt91a4f415d837d36cc2b47f2b3ad0073dMD56SaberesNecessáriosDocência_Santos_2011.pdf.txtSaberesNecessáriosDocência_Santos_2011.pdf.txtExtracted texttext/plain420578https://repositorio.ufrn.br/bitstream/123456789/18319/8/SaberesNecess%c3%a1riosDoc%c3%aancia_Santos_2011.pdf.txt30dea8c94a87a2749bcbf99b3031a71cMD58THUMBNAILJoseJRS_TESE.pdf.jpgJoseJRS_TESE.pdf.jpgIM Thumbnailimage/jpeg1966https://repositorio.ufrn.br/bitstream/123456789/18319/7/JoseJRS_TESE.pdf.jpgb00ff78d526b748c2a95047bbb76af69MD57SaberesNecessáriosDocência_Santos_2011.pdf.jpgSaberesNecessáriosDocência_Santos_2011.pdf.jpgGenerated Thumbnailimage/jpeg1219https://repositorio.ufrn.br/bitstream/123456789/18319/9/SaberesNecess%c3%a1riosDoc%c3%aancia_Santos_2011.pdf.jpg19515991a5b4d02775d3f6226d2b00a6MD59ORIGINALSaberesNecessáriosDocência_Santos_2011.pdfapplication/pdf1697576https://repositorio.ufrn.br/bitstream/123456789/18319/1/SaberesNecess%c3%a1riosDoc%c3%aancia_Santos_2011.pdf3c8a5969438de6f9642d16366d992ef9MD51123456789/183192019-06-30 02:23:22.8oai:https://repositorio.ufrn.br:123456789/18319Repositório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2019-06-30T05:23:22Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false |
dc.title.por.fl_str_mv |
Saberes necessários para a docência na educação de jovens e adultos |
title |
Saberes necessários para a docência na educação de jovens e adultos |
spellingShingle |
Saberes necessários para a docência na educação de jovens e adultos Santos, Jose Jackson Reis dos Educação de jovens e adultos Saberes docentes Ensino fundamental Youth and adult education Teaching knowledge Elementary school CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Saberes necessários para a docência na educação de jovens e adultos |
title_full |
Saberes necessários para a docência na educação de jovens e adultos |
title_fullStr |
Saberes necessários para a docência na educação de jovens e adultos |
title_full_unstemmed |
Saberes necessários para a docência na educação de jovens e adultos |
title_sort |
Saberes necessários para a docência na educação de jovens e adultos |
author |
Santos, Jose Jackson Reis dos |
author_facet |
Santos, Jose Jackson Reis dos |
author_role |
author |
dc.contributor.authorID.por.fl_str_mv |
|
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/5204751662721268 |
dc.contributor.advisorID.por.fl_str_mv |
|
dc.contributor.advisorLattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4785976J0 |
dc.contributor.referees1.pt_BR.fl_str_mv |
Moura, Tânia Maria de Melo |
dc.contributor.referees1ID.por.fl_str_mv |
|
dc.contributor.referees1Lattes.por.fl_str_mv |
http://lattes.cnpq.br/3447349480081320 |
dc.contributor.referees2.pt_BR.fl_str_mv |
Leite, Maria Iza Pinto de Amorim |
dc.contributor.referees2ID.por.fl_str_mv |
|
dc.contributor.referees2Lattes.por.fl_str_mv |
http://lattes.cnpq.br/2299914576629205 |
dc.contributor.referees3.pt_BR.fl_str_mv |
Campelo, Maria Estela Costa Holanda |
dc.contributor.referees3ID.por.fl_str_mv |
|
dc.contributor.referees3Lattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794939J7 |
dc.contributor.referees4.pt_BR.fl_str_mv |
Barbosa Júnior, Walter Pinheiro |
dc.contributor.referees4ID.por.fl_str_mv |
|
dc.contributor.referees4Lattes.por.fl_str_mv |
http://lattes.cnpq.br/7532911538772143 |
dc.contributor.author.fl_str_mv |
Santos, Jose Jackson Reis dos |
dc.subject.por.fl_str_mv |
Educação de jovens e adultos Saberes docentes Ensino fundamental |
topic |
Educação de jovens e adultos Saberes docentes Ensino fundamental Youth and adult education Teaching knowledge Elementary school CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Youth and adult education Teaching knowledge Elementary school |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The present thesis, entitled Knowledge for teaching: reflecting over the Youth and Adult Education, mainly considered common aspects concerning teachers knowledge and youth and adult education. It aimed to analyze, in partnership with its participants, the knowledge which is requested for teaching youth and adults. It focused on the following question: What teaching knowledge is necessary for the professionals who work during the first grades of elementary school with the youth and adults? The research took place in a school named Escola Municipal São Lucas, located in the city of Vitória da Conquista, state of Bahia, having as reference the discourses of four participants involved in the experience of research-formation. The collaborative approach, based on qualitative principles, was the adopted theoricalmethodological way, considering four actions: describing, informing, confronting and reconstructing. Collective interviews, study and reflection sessions, literacy practice observations, documental analysis and notes regarding field work were procedures adopted throughout the research. In order to analyze and organize data, we were supported by the discourse analysis, by Bakhtin (1997), specifically about the discussions around the ideas of theme and signification, which are concepts related to processual and dialectical analysis. The results and conclusions of the research make it possible to affirm that pedagogical practices, professional experiences, dialogues with other individuals and knowledge acquired at the university and at other learning environments are the participants main knowledge sources. When it comes to the local educational politics, it is observed contradiction between the participants desires regarding the school pedagogical routines and the proposals of the local government in relation to education. From our point of view, the knowledge identified and analyzed in this thesis demands the development of a diligent, technical, scientific and politically planned formative process (initial and continued), which requires fundamental public investments to recreate the educational politics and, consequently, the pedagogical experiences within the schools, contributing to the Youth and Adult Education professionalization process |
publishDate |
2011 |
dc.date.issued.fl_str_mv |
2011-08-02 |
dc.date.accessioned.fl_str_mv |
2015-02-24T18:18:38Z |
dc.date.available.fl_str_mv |
2015-02-13 2015-02-24T18:18:38Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
SANTOS, Jose Jackson Reis dos. Saberes necessários para a docência na educação de jovens e adultos. 2011. 189 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2011. |
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https://repositorio.ufrn.br/jspui/handle/123456789/18319 |
identifier_str_mv |
SANTOS, Jose Jackson Reis dos. Saberes necessários para a docência na educação de jovens e adultos. 2011. 189 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2011. |
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https://repositorio.ufrn.br/jspui/handle/123456789/18319 |
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