Estratégias metodológicas para o ensino na EJA: uma experiência pedagógica no estágio supervisionado

• Autor(a) principal: Silva, Rosimeire Medeiros da
• Data de Publicação: 2017
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/41836
• topic: Estágio; Metodologias de Ensino; Educação de Jovens e Adultos; Educação

This paper aims to report, in a thoughtful way, the experiences from Supervised Internship III – Early Years of Teaching Fundamental, from Pedagogy course of Distance Education from Universidade Federal do Rio Grande do Norte. This training took place in a multigrade adult class of fundamental I level, which ranges literacy I and II cycles, from a public school in Currais Novos, RN. That class is formed for 32 students, but just 17 attend classes regularly. The objective of our teaching practice was to make use of diverse pedagogical strategies for teaching in the EJA, where we seek to introduce new methodologies, always working the reality in which the students are inserted, stimulating them with more dynamic classes taking into account their experiences as citizens before the society in which they live leaving them free to expose their knowledge and do. During the internship period, we seek to be dynamic professionals, seeking pedagogical and intentional methodologies in the teaching process. We recognize the importance and respect the method chosen by the titular teacher, however, we chose to go beyond the activities of syllabic repetition, so, from the music of Luiz Gonzaga emerged the integrative project "The Life of the Traveler" that was worked out collectively with the two groups of EJA cycles I and II, and together with our fellow trainee. This experience has shown us that we should be reflective educators giving our students different learning situations, among them the question of the arts in general, and that of a text such as "The Life of the Traveler", we can work with interdisciplinarity. For the construction of this work, we identified as main theoretical references the study of the following authors: Andrade (2004), who advocates the construction of an EJA to produce its pedagogical processes, which demonstrates interest among students as citizens and not only as learning objects; Assis (2001), author of the Literacy Module / Teacher's Manual of the collection of the Ayrton Senna Institute; Freire (2004) argues that teaching and learning can not be given out of demand; Moll (2004) states that the EJA classroom should be close to its surroundings; Libâneo (2006) talks about relationships that are stablished inside the schools, in the current educational conjuncture; Pimenta and Lima (2004) say that the school provides a new look that listens to hear and learns to see the other in a critical way; Ramos (2013) states that the good performance is directly related to the pedagogical didactic activity planning and Silva (2013) that talks about the thinking and acting of young people and adults.