O PROEJA ensino médio no ifrn, campus Caicó: causas da desistência e motivos da permanência

Detalhes bibliográficos
Autor(a) principal: Faria, Débora Suzane de Araújo
Data de Publicação: 2014
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da UFRN
Texto Completo: https://repositorio.ufrn.br/jspui/handle/123456789/14583
Resumo: This dissertation deals about the theme of National Integration Program of the Professional Education to the Basic Education in the form of Youth and Adults Education - PROEJA, which was developed at the Federal Institute of Education Science and Technology of Rio Grande do Norte - IFRN - Campus Caicó. It aims to analyze the causes of the abandonment and the reasons for the permanence of students within the mentioned program. To substantiate this research, we used methodologically, some procedures such as bibliographical research, documentary analysis, semi-structured interviews and focus group. To analyze the data, we discussed the contradiction that involves duality and educational compensation based in the struggles and achievements of rights at the core of public policies for high schools, for vocational education and the education of youth and adults in the 2000s. We analyze the integrated high school under PROEJA, having as reference the conception of the total human formation; the inseparability of the primary education system and vocational education and the integration of knowledge and expertise as a whole, discussing the specificities of the modality EJA, discussing the causes of abandonment and the reasons for the permanence of the students of education for youth and adults (EJA) in the primary education system. As for the results, we found that although the PROEJA be a program that aims to provide a complete human formation to contribute to the full citizenship of their graduate members, what is announced in the document that guides its creation has not been materialized in Caicó Campus. The curriculum of the course was not designed for the students of EJA, nor teachers have had an adequate training to work with these specific individuals, and its specificities of being workers with differentiated learning times have not been considered. In addition, the courses are predominantly of instrumentalist characteristics. This indicates that the material and institutional conditions to achieve the promised total and complete training have not being fully materialized at the researched school. Associated with the difficulties concerning the intra-school and extra-school conditions, personal and socioeconomic conditions which are related to the obligation to work that implies in limitations to balance work, school and family, they influenced in the interruption of the school trajectory of these subjects. Through research, we confirmed that the motives of students who remain have to do also with intraescolares conditions the quality of education (qualification of technical staff and teachers) involved in the educational process, as well as socioeconomic and personal issues represented by the support of colleagues and family.Then it is concluded that the causes of abandonment and the reasons of the permanence are of institutional, socioeconomic and personal origins. Finally, it is observed that capitalist society demands as much as possible high levels of educated workers, and at the same time makes difficult the access to that education for much of the population, and it is not randomly. The objects of that exclusion are the popular worker classes and their children
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spelling Faria, Débora Suzane de Araújohttp://lattes.cnpq.br/4037307151688371http://lattes.cnpq.br/1720357515433453Queiroz, Maria Aparecida dehttp://lattes.cnpq.br/0642511546307992Pinheiro, Rosa Aparecidahttp://lattes.cnpq.br/6292207464385037Nascimento, José Mateus dohttp://lattes.cnpq.br/9176401714554967Azevedo, Márcio Adriano dehttp://lattes.cnpq.br/2689467070016983Moura, Dante Henrique2014-12-17T14:36:50Z2014-09-102014-12-17T14:36:50Z2014-02-27FARIA, Débora Suzane de Araújo. O PROEJA ensino médio no ifrn, campus Caicó: causas da desistência e motivos da permanência. 2014. 134 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2014.https://repositorio.ufrn.br/jspui/handle/123456789/14583This dissertation deals about the theme of National Integration Program of the Professional Education to the Basic Education in the form of Youth and Adults Education - PROEJA, which was developed at the Federal Institute of Education Science and Technology of Rio Grande do Norte - IFRN - Campus Caicó. It aims to analyze the causes of the abandonment and the reasons for the permanence of students within the mentioned program. To substantiate this research, we used methodologically, some procedures such as bibliographical research, documentary analysis, semi-structured interviews and focus group. To analyze the data, we discussed the contradiction that involves duality and educational compensation based in the struggles and achievements of rights at the core of public policies for high schools, for vocational education and the education of youth and adults in the 2000s. We analyze the integrated high school under PROEJA, having as reference the conception of the total human formation; the inseparability of the primary education system and vocational education and the integration of knowledge and expertise as a whole, discussing the specificities of the modality EJA, discussing the causes of abandonment and the reasons for the permanence of the students of education for youth and adults (EJA) in the primary education system. As for the results, we found that although the PROEJA be a program that aims to provide a complete human formation to contribute to the full citizenship of their graduate members, what is announced in the document that guides its creation has not been materialized in Caicó Campus. The curriculum of the course was not designed for the students of EJA, nor teachers have had an adequate training to work with these specific individuals, and its specificities of being workers with differentiated learning times have not been considered. In addition, the courses are predominantly of instrumentalist characteristics. This indicates that the material and institutional conditions to achieve the promised total and complete training have not being fully materialized at the researched school. Associated with the difficulties concerning the intra-school and extra-school conditions, personal and socioeconomic conditions which are related to the obligation to work that implies in limitations to balance work, school and family, they influenced in the interruption of the school trajectory of these subjects. Through research, we confirmed that the motives of students who remain have to do also with intraescolares conditions the quality of education (qualification of technical staff and teachers) involved in the educational process, as well as socioeconomic and personal issues represented by the support of colleagues and family.Then it is concluded that the causes of abandonment and the reasons of the permanence are of institutional, socioeconomic and personal origins. Finally, it is observed that capitalist society demands as much as possible high levels of educated workers, and at the same time makes difficult the access to that education for much of the population, and it is not randomly. The objects of that exclusion are the popular worker classes and their childrenEsta dissertação aborda a temática do Programa Nacional de Integração da Educação Profissional à Educação Básica na modalidade de Educação de Jovens e Adultos PROEJA, desenvolvido no Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte IFRN Campus Caicó. Tem por objetivo analisar as causas da desistência e os motivos da permanência de estudantes no âmbito do Programa. Para consubstanciar a investigação, utilizamos metodologicamente os procedimentos da pesquisa bibliográfica, análise documental, entrevista semi estruturada, grupo focal e análise de conteúdo. Para analisar os dados, discutimos a contradição que envolve a dualidade e a compensação educacional à luz das lutas e conquistas de direitos no cerne das políticas públicas para o ensino médio, para a educação profissional e para a educação de jovens e adultos, com ênfase nos anos 2000. Analisamos o ensino médio integrado no âmbito do PROEJA tendo como referência a concepção da formação humana omnilateral; a indissociabilidade entre educação básica e educação profissional e a integração de conhecimentos gerais e específicos como totalidade, discutindo as especificidades da modalidade da EJA, problematizando as causas da desistência e os motivos da permanência de sujeitos estudantes da educação de jovens e adultos (EJA) na escola de educação básica. Quanto aos resultados, constatamos que apesar de o PROEJA ser um programa que se propõe a proporcionar uma formação humana integral visando a contribuir para o pleno exercício da cidadania dos seus sujeitos concluintes, o que está anunciado no Documento que norteia a sua criação não vem se materializando no Campus Caicó. O currículo do curso não foi concebido para os sujeitos da EJA nem os professores tiveram formação adequada para trabalhar com esses sujeitos específicos, não sendo consideradas suas especificidades de serem trabalhadores, com tempos diferenciados de aprendizagem. Além disso, as disciplinas têm, predominantemente, talante instrumentalista. Isso denota que as condições materiais, institucionais para alcançar a anunciada formação integral não vêm se materializando, plenamente, na escola investigada. Associado às dificuldades no que concerne às condições intraescolares, as condições extraescolares, socioeconômicas e pessoais que dizem respeito à pressão para trabalhar que implica em limitações para conciliar trabalho, escola e família repercutiram em uma nova interrupção da trajetória escolar de parcela significativa desses sujeitos. Mediante a pesquisa, comprovamos que os motivos dos estudantes que permanecem tem haver também com as condições intraescolares da qualidade do ensino, (qualificação da equipe técnica e dos professores) envolvidos no processo educativo, como também com as condições extraescolares socioeconômicas e pessoais representadas pelo apoio dos colegas e da família. Concluimos, então, que as causas da desistência e os motivos da permanência são de origem institucional, socioeconômica e pessoal. Enfim, constatamos que a sociedade capitalista cada vez mais exige níveis elevados de educação escolarizada dos trabalhadores ao mesmo tempo em que dificulta o acesso a essa educação para grande parte da população e isso não é aleatório. São as classes trabalhadoras populares e seus filhos os objetos dessa exclusãoapplication/pdfporUniversidade Federal do Rio Grande do NortePrograma de Pós-Graduação em EducaçãoUFRNBREducaçãoPROEJA. Desistência. PermanênciaPROEJA. Abandonment. PermanenceCNPQ::CIENCIAS HUMANAS::EDUCACAOO PROEJA ensino médio no ifrn, campus Caicó: causas da desistência e motivos da permanênciainfo: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:UFRNORIGINALDeboraSAF_DISSERT.pdfapplication/pdf1031745https://repositorio.ufrn.br/bitstream/123456789/14583/1/DeboraSAF_DISSERT.pdf5d04e895356aa58d92858004a0588421MD51TEXTDeboraSAF_DISSERT.pdf.txtDeboraSAF_DISSERT.pdf.txtExtracted texttext/plain289746https://repositorio.ufrn.br/bitstream/123456789/14583/6/DeboraSAF_DISSERT.pdf.txt307167ba9cb3d2ae5b413042182ee199MD56THUMBNAILDeboraSAF_DISSERT.pdf.jpgDeboraSAF_DISSERT.pdf.jpgIM Thumbnailimage/jpeg1890https://repositorio.ufrn.br/bitstream/123456789/14583/7/DeboraSAF_DISSERT.pdf.jpg61ddc1f760eae015abc72f1d64014e99MD57123456789/145832017-11-02 00:53:31.416oai:https://repositorio.ufrn.br:123456789/14583Repositório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2017-11-02T03:53:31Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false
dc.title.por.fl_str_mv O PROEJA ensino médio no ifrn, campus Caicó: causas da desistência e motivos da permanência
title O PROEJA ensino médio no ifrn, campus Caicó: causas da desistência e motivos da permanência
spellingShingle O PROEJA ensino médio no ifrn, campus Caicó: causas da desistência e motivos da permanência
Faria, Débora Suzane de Araújo
PROEJA. Desistência. Permanência
PROEJA. Abandonment. Permanence
CNPQ::CIENCIAS HUMANAS::EDUCACAO
title_short O PROEJA ensino médio no ifrn, campus Caicó: causas da desistência e motivos da permanência
title_full O PROEJA ensino médio no ifrn, campus Caicó: causas da desistência e motivos da permanência
title_fullStr O PROEJA ensino médio no ifrn, campus Caicó: causas da desistência e motivos da permanência
title_full_unstemmed O PROEJA ensino médio no ifrn, campus Caicó: causas da desistência e motivos da permanência
title_sort O PROEJA ensino médio no ifrn, campus Caicó: causas da desistência e motivos da permanência
author Faria, Débora Suzane de Araújo
author_facet Faria, Débora Suzane de Araújo
author_role author
dc.contributor.authorID.por.fl_str_mv
dc.contributor.authorLattes.por.fl_str_mv http://lattes.cnpq.br/4037307151688371
dc.contributor.advisorID.por.fl_str_mv
dc.contributor.advisorLattes.por.fl_str_mv http://lattes.cnpq.br/1720357515433453
dc.contributor.referees1.pt_BR.fl_str_mv Queiroz, Maria Aparecida de
dc.contributor.referees1ID.por.fl_str_mv
dc.contributor.referees1Lattes.por.fl_str_mv http://lattes.cnpq.br/0642511546307992
dc.contributor.referees2.pt_BR.fl_str_mv Pinheiro, Rosa Aparecida
dc.contributor.referees2ID.por.fl_str_mv
dc.contributor.referees2Lattes.por.fl_str_mv http://lattes.cnpq.br/6292207464385037
dc.contributor.referees3.pt_BR.fl_str_mv Nascimento, José Mateus do
dc.contributor.referees3ID.por.fl_str_mv
dc.contributor.referees3Lattes.por.fl_str_mv http://lattes.cnpq.br/9176401714554967
dc.contributor.referees4.pt_BR.fl_str_mv Azevedo, Márcio Adriano de
dc.contributor.referees4ID.por.fl_str_mv
dc.contributor.referees4Lattes.por.fl_str_mv http://lattes.cnpq.br/2689467070016983
dc.contributor.author.fl_str_mv Faria, Débora Suzane de Araújo
dc.contributor.advisor1.fl_str_mv Moura, Dante Henrique
contributor_str_mv Moura, Dante Henrique
dc.subject.por.fl_str_mv PROEJA. Desistência. Permanência
topic PROEJA. Desistência. Permanência
PROEJA. Abandonment. Permanence
CNPQ::CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv PROEJA. Abandonment. Permanence
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO
description This dissertation deals about the theme of National Integration Program of the Professional Education to the Basic Education in the form of Youth and Adults Education - PROEJA, which was developed at the Federal Institute of Education Science and Technology of Rio Grande do Norte - IFRN - Campus Caicó. It aims to analyze the causes of the abandonment and the reasons for the permanence of students within the mentioned program. To substantiate this research, we used methodologically, some procedures such as bibliographical research, documentary analysis, semi-structured interviews and focus group. To analyze the data, we discussed the contradiction that involves duality and educational compensation based in the struggles and achievements of rights at the core of public policies for high schools, for vocational education and the education of youth and adults in the 2000s. We analyze the integrated high school under PROEJA, having as reference the conception of the total human formation; the inseparability of the primary education system and vocational education and the integration of knowledge and expertise as a whole, discussing the specificities of the modality EJA, discussing the causes of abandonment and the reasons for the permanence of the students of education for youth and adults (EJA) in the primary education system. As for the results, we found that although the PROEJA be a program that aims to provide a complete human formation to contribute to the full citizenship of their graduate members, what is announced in the document that guides its creation has not been materialized in Caicó Campus. The curriculum of the course was not designed for the students of EJA, nor teachers have had an adequate training to work with these specific individuals, and its specificities of being workers with differentiated learning times have not been considered. In addition, the courses are predominantly of instrumentalist characteristics. This indicates that the material and institutional conditions to achieve the promised total and complete training have not being fully materialized at the researched school. Associated with the difficulties concerning the intra-school and extra-school conditions, personal and socioeconomic conditions which are related to the obligation to work that implies in limitations to balance work, school and family, they influenced in the interruption of the school trajectory of these subjects. Through research, we confirmed that the motives of students who remain have to do also with intraescolares conditions the quality of education (qualification of technical staff and teachers) involved in the educational process, as well as socioeconomic and personal issues represented by the support of colleagues and family.Then it is concluded that the causes of abandonment and the reasons of the permanence are of institutional, socioeconomic and personal origins. Finally, it is observed that capitalist society demands as much as possible high levels of educated workers, and at the same time makes difficult the access to that education for much of the population, and it is not randomly. The objects of that exclusion are the popular worker classes and their children
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