Tramas do impedimento: os sentidos da desistência entre Alfabetizandos da EJA
Autor(a) principal: | |
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Data de Publicação: | 2007 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFRN |
Texto Completo: | https://repositorio.ufrn.br/jspui/handle/123456789/14243 |
Resumo: | For young people and adults that have not yet conquered reading and writing, being literate is the most important thing in life , a dream . Scholarly learning for them is like hegemonic knowledge in contemporary literate society. Thus, for them to get into school is to be able to have such knowledge and, through it, feel inserted into this society. However, along this process of learning, they start to drop out, little by little, statistically increasing the number of people who give up on young people and adult education Eja, as well as slowly reducing the contingent of illiteracy in the country. With this reality as a starting point, we question the concrete and symbolic reasons or motives that lead to a dropping out of the literacy classes at Eja. To do so, we have established, as the object of our study, the feelings of giving up among those involved in young people and adult literacy training. To understand such feelings is our purpose in this investigation. The theory of Social Representations (MOSCOVICI, 1978, 2004) was the theoretical-methodological option for subsidizing data search, analyses and interpretation, making us perceive the significance of the object of this study for these individuals. The gathering of such symbolic content involved the use of semi-structured interviews with eleven drop-outs and ten students who had repeated this modality of teaching in public schools in Natal, RN, during the 2006 school year. From the thematic and categorical analyses (BARDIN, 1977), we identified elements that gave support to some themes. Later, these themes led to three categories, suggesting that feelings associated with dropping out were based on the following: learning difficulties because they did not understand the contents; having their lack of knowledge exposed, thus bringing forth feelings of shame, humiliation, and embarrassment for not knowing how to read and write at a mature age; work, tiredness and sickness. The students who manage to remain in school are those who force themselves to live with the feelings of maladaptation and those who develop a sense of adaptation the other way round to the institution, that is, acceptance of institutional failures and omissions |
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Cardoso, Cícera Romanahttp://lattes.cnpq.br/7892596817002761http://buscatextual.cnpq.br/buscatextual/index.jspAndrade, érika dos Reis Gusmão dehttp://lattes.cnpq.br/0778953049451033Machado, Laêda Bezerrahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4792784Y4Azevedo, Alessandro Augusto dehttp://lattes.cnpq.br/3521226970305887Domingos Sobrinho, Moiséshttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4796872P4Carvalho, Maria do Rosário de Fátima de2014-12-17T14:36:06Z2008-11-052014-12-17T14:36:06Z2007-12-21CARDOSO, Cícera Romana. Tramas do impedimento: os sentidos da desistência entre Alfabetizandos da EJA. 2007. 105 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2007.https://repositorio.ufrn.br/jspui/handle/123456789/14243For young people and adults that have not yet conquered reading and writing, being literate is the most important thing in life , a dream . Scholarly learning for them is like hegemonic knowledge in contemporary literate society. Thus, for them to get into school is to be able to have such knowledge and, through it, feel inserted into this society. However, along this process of learning, they start to drop out, little by little, statistically increasing the number of people who give up on young people and adult education Eja, as well as slowly reducing the contingent of illiteracy in the country. With this reality as a starting point, we question the concrete and symbolic reasons or motives that lead to a dropping out of the literacy classes at Eja. To do so, we have established, as the object of our study, the feelings of giving up among those involved in young people and adult literacy training. To understand such feelings is our purpose in this investigation. The theory of Social Representations (MOSCOVICI, 1978, 2004) was the theoretical-methodological option for subsidizing data search, analyses and interpretation, making us perceive the significance of the object of this study for these individuals. The gathering of such symbolic content involved the use of semi-structured interviews with eleven drop-outs and ten students who had repeated this modality of teaching in public schools in Natal, RN, during the 2006 school year. From the thematic and categorical analyses (BARDIN, 1977), we identified elements that gave support to some themes. Later, these themes led to three categories, suggesting that feelings associated with dropping out were based on the following: learning difficulties because they did not understand the contents; having their lack of knowledge exposed, thus bringing forth feelings of shame, humiliation, and embarrassment for not knowing how to read and write at a mature age; work, tiredness and sickness. The students who manage to remain in school are those who force themselves to live with the feelings of maladaptation and those who develop a sense of adaptation the other way round to the institution, that is, acceptance of institutional failures and omissionsA condição de alfabetizado, para jovens e adultos que ainda não conseguem dominar a leitura e a escrita, é a coisa mais importante da vida , um sonho . A aprendizagem escolar é entendida por eles como um saber hegemônico na sociedade contemporânea letrada. Por isso, entram na escola, buscam deter tal conhecimento e, através dele, sentir-se inseridos nesta sociedade. Entretanto, no decorrer desse processo de aprendizagem, vão aos poucos desistindo, o que contribui tanto para elevar as estatísticas da desistência na Educação de Jovens e Adultos/Eja quanto para, lentamente, reduzir o contingente de analfabetos do país. A partir dessa realidade, questionamo-nos sobre as razões ou motivos concretos e simbólicos que levam à desistência nas classes de alfabetização da Eja. Para tanto, configuramos nosso objeto de estudo como os sentidos da desistência entre alfabetizandos da Eja, cuja compreensão é nosso objetivo. A Teoria das Representações Sociais (MOSCOVICI, 1978, 2004) foi a opção teórico-metodológica para subsidiar a busca, as análises e as interpretações dos dados, fazendo-nos perceber o significado do objeto de estudo para esses indivíduos. Para captar tal conteúdo simbólico, realizamos entrevistas semi-estruturadas com onze alunos desistentes e dez repetentes dessa modalidade de ensino em escolas públicas de Natal/RN durante o ano letivo de 2006. A partir das análises temática e categorial (BARDIN, 1977), identificamos elementos que suscitaram temas. Estes, posteriormente, levaram a três categorias, sugerindo como sentidos da desistência: dificuldades na aprendizagem por não compreenderem os conteúdos; exposição do não saber, trazendo à tona os sentimentos de vergonha, humilhação, constrangimento por não saberem ler e escrever em idade madura; trabalho/cansaço e doenças. Aqueles que conseguem permanecer na escola são os que se obrigam a conviver com os sentimentos de desadaptação , e os que desenvolvem com a Instituição uma adaptação ao avesso , isto é, a aceitação das falhas e das omissões institucionaisapplication/pdfporUniversidade Federal do Rio Grande do NortePrograma de Pós-Graduação em EducaçãoUFRNBREducaçãoRepresentações sociaisEducação de Jovens e AdultosDesistênciaSocial representationsEducation of Young People and AdultsDropping out of SchoolCNPQ::CIENCIAS HUMANAS::EDUCACAOTramas do impedimento: os sentidos da desistência entre Alfabetizandos da EJAinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRNinstname:Universidade Federal do Rio Grande do Norte (UFRN)instacron:UFRNORIGINALCiceraRC.pdfapplication/pdf295488https://repositorio.ufrn.br/bitstream/123456789/14243/1/CiceraRC.pdff585fd9cdb64dd6c5356348468ed6cdeMD51TEXTCiceraRC.pdf.txtCiceraRC.pdf.txtExtracted texttext/plain240834https://repositorio.ufrn.br/bitstream/123456789/14243/6/CiceraRC.pdf.txtb33eb912dfcd804b0bde192bbc2146cbMD56THUMBNAILCiceraRC.pdf.jpgCiceraRC.pdf.jpgIM Thumbnailimage/jpeg1745https://repositorio.ufrn.br/bitstream/123456789/14243/7/CiceraRC.pdf.jpg4597c52150465b0d1ff4401d96b75811MD57123456789/142432017-11-01 17:14:53.941oai:https://repositorio.ufrn.br:123456789/14243Repositório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2017-11-01T20:14:53Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false |
dc.title.por.fl_str_mv |
Tramas do impedimento: os sentidos da desistência entre Alfabetizandos da EJA |
title |
Tramas do impedimento: os sentidos da desistência entre Alfabetizandos da EJA |
spellingShingle |
Tramas do impedimento: os sentidos da desistência entre Alfabetizandos da EJA Cardoso, Cícera Romana Representações sociais Educação de Jovens e Adultos Desistência Social representations Education of Young People and Adults Dropping out of School CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Tramas do impedimento: os sentidos da desistência entre Alfabetizandos da EJA |
title_full |
Tramas do impedimento: os sentidos da desistência entre Alfabetizandos da EJA |
title_fullStr |
Tramas do impedimento: os sentidos da desistência entre Alfabetizandos da EJA |
title_full_unstemmed |
Tramas do impedimento: os sentidos da desistência entre Alfabetizandos da EJA |
title_sort |
Tramas do impedimento: os sentidos da desistência entre Alfabetizandos da EJA |
author |
Cardoso, Cícera Romana |
author_facet |
Cardoso, Cícera Romana |
author_role |
author |
dc.contributor.authorID.por.fl_str_mv |
|
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/7892596817002761 |
dc.contributor.advisorID.por.fl_str_mv |
|
dc.contributor.advisorLattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/index.jsp |
dc.contributor.advisor-co1ID.por.fl_str_mv |
|
dc.contributor.referees1.pt_BR.fl_str_mv |
Machado, Laêda Bezerra |
dc.contributor.referees1ID.por.fl_str_mv |
|
dc.contributor.referees1Lattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4792784Y4 |
dc.contributor.referees2.pt_BR.fl_str_mv |
Azevedo, Alessandro Augusto de |
dc.contributor.referees2ID.por.fl_str_mv |
|
dc.contributor.referees2Lattes.por.fl_str_mv |
http://lattes.cnpq.br/3521226970305887 |
dc.contributor.referees3.pt_BR.fl_str_mv |
Domingos Sobrinho, Moisés |
dc.contributor.referees3ID.por.fl_str_mv |
|
dc.contributor.referees3Lattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4796872P4 |
dc.contributor.author.fl_str_mv |
Cardoso, Cícera Romana |
dc.contributor.advisor-co1.fl_str_mv |
Andrade, érika dos Reis Gusmão de |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/0778953049451033 |
dc.contributor.advisor1.fl_str_mv |
Carvalho, Maria do Rosário de Fátima de |
contributor_str_mv |
Andrade, érika dos Reis Gusmão de Carvalho, Maria do Rosário de Fátima de |
dc.subject.por.fl_str_mv |
Representações sociais Educação de Jovens e Adultos Desistência |
topic |
Representações sociais Educação de Jovens e Adultos Desistência Social representations Education of Young People and Adults Dropping out of School CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Social representations Education of Young People and Adults Dropping out of School |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
For young people and adults that have not yet conquered reading and writing, being literate is the most important thing in life , a dream . Scholarly learning for them is like hegemonic knowledge in contemporary literate society. Thus, for them to get into school is to be able to have such knowledge and, through it, feel inserted into this society. However, along this process of learning, they start to drop out, little by little, statistically increasing the number of people who give up on young people and adult education Eja, as well as slowly reducing the contingent of illiteracy in the country. With this reality as a starting point, we question the concrete and symbolic reasons or motives that lead to a dropping out of the literacy classes at Eja. To do so, we have established, as the object of our study, the feelings of giving up among those involved in young people and adult literacy training. To understand such feelings is our purpose in this investigation. The theory of Social Representations (MOSCOVICI, 1978, 2004) was the theoretical-methodological option for subsidizing data search, analyses and interpretation, making us perceive the significance of the object of this study for these individuals. The gathering of such symbolic content involved the use of semi-structured interviews with eleven drop-outs and ten students who had repeated this modality of teaching in public schools in Natal, RN, during the 2006 school year. From the thematic and categorical analyses (BARDIN, 1977), we identified elements that gave support to some themes. Later, these themes led to three categories, suggesting that feelings associated with dropping out were based on the following: learning difficulties because they did not understand the contents; having their lack of knowledge exposed, thus bringing forth feelings of shame, humiliation, and embarrassment for not knowing how to read and write at a mature age; work, tiredness and sickness. The students who manage to remain in school are those who force themselves to live with the feelings of maladaptation and those who develop a sense of adaptation the other way round to the institution, that is, acceptance of institutional failures and omissions |
publishDate |
2007 |
dc.date.issued.fl_str_mv |
2007-12-21 |
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2008-11-05 2014-12-17T14:36:06Z |
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2014-12-17T14:36:06Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
status_str |
publishedVersion |
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CARDOSO, Cícera Romana. Tramas do impedimento: os sentidos da desistência entre Alfabetizandos da EJA. 2007. 105 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2007. |
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https://repositorio.ufrn.br/jspui/handle/123456789/14243 |
identifier_str_mv |
CARDOSO, Cícera Romana. Tramas do impedimento: os sentidos da desistência entre Alfabetizandos da EJA. 2007. 105 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2007. |
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https://repositorio.ufrn.br/jspui/handle/123456789/14243 |
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por |
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Universidade Federal do Rio Grande do Norte |
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Programa de Pós-Graduação em Educação |
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UFRN |
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Educação |
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Universidade Federal do Rio Grande do Norte |
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