Política de EJA-EPT (PROEJA FIC): historicidade, sujeitos e transformações

• Autor(a) principal: Cargnin, Rosimara
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• dARK ID: ark:/26339/001300000wnnc
• Texto Completo: http://repositorio.ufsm.br/handle/1/30481
• topic: Educação profissional e tecnológica; EJA-EPT (PROEJA FIC); Políticas públicas; Formação inicial e continuada; Transformações; Professional and technological education; Public policy; Initial and continuing training; Transformations; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The present study is part of the Graduate Program in Professional and Technological Education at the Colégio Técnico Industrial de Santa Maria, Universidader Federal de Santa Maria. It was built from the reflections carried out at TransformAção - Group of Studies and Research in Public Policies and Pedagogical Work in Professional Education. The proposal arises from the observation that Youth and Adult Education Integrated to Professional and Technological Education (EJA-EPT) had a great advance in terms of offer and promotion with the creation of PROEJA (2005/2006) and Federal Institutes (2008), and the expansion of the Federal Network of Scientific and Technological Professional Education and, in addition to these, in 2009, the EJA-EPT, carried out in Elementary Education integrated with the offer of Initial and Continuing Education courses (FIC), becomes encouraged and promoted. During this period, new courses of this teaching modality were implemented by the Ministry of Education, however, there was a discontinuity in terms of strengthening and investment in this educational policy. Resistant to this contradictory movement of encouragement and silencing that permeates the historical constitution of the EJA-EPT, the offer of this educational policy was notably observed in the technical cooperation signed between the Instituto Federal de Educação, Ciência e Tecnologia Farroupilha (IFFar) campus Júlio de Castilhos (JC) and the Municipal Teaching Network of the municipality of Tupanciretã (RMET) which has maintained the EJA-EPT (PROEJA FIC) for 13 years. In view of this, the problematization of this study emerges: What are the transformations experienced by students who accessed the EJA-EPT policy (PROEJA FIC) in the municipality of Tupanciretã? Thus, the general objective was to analyze the transformations experienced by who accessed the EJA-EPT policy (PROEJA FIC) in the municipality of Tupanciretã, offered in technical cooperation by RMET and IFFar-JC. As specific objectives, to contextualize the EJA-EPT policies in Brazil; Knowing the historicity of EJA-EPT (PROEJA FIC) at IFFar-JC and Identifying the transformations experienced through politics by students in personal, educational and professional aspects. The methodology used covers documentary, bibliographical and empirical research and is presented through a qualitative approach. Thus, it is configured as an exploratory and descriptive research, whose data production instruments permeate the application of a questionnaire to students, interviews with managers, field diary and interlocution group. The analysis of the produced data occurred through content analysis, with the following a priori categories: transformations; policy; subjects and experiences and challenges. During the analysis, two other categories emerged: pedagogical work and verticalization. It is concluded that the transformations experienced by the students are countless, and, in the researched reality, they include the transformations of the surroundings. The investigation reached the understanding that experiences and challenges are constant in this journey and it is from them and the pedagogical work developed, that the policy and the access, permanence and success of the students are strengthened. It was also observed that courses are offered through investments in an EJAEPT policy that goes beyond institutional walls and reaches the dimension of public policy in all public spheres.