Práxis e construção do conhecimento nos estudos sobre pedagogia da alternância

• Autor(a) principal: Sobreira, Milene Francisca Coelho
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: LOCUS Repositório Institucional da UFV
• Texto Completo: http://locus.ufv.br/handle/123456789/3438
• topic: Práxis reiterativa; Paulo Freire; Educação do Campo; Construção do conhecimento; Reiterative praxis; Paulo Freire; Field Education; Knowledge building; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This dissertation is part of the studies in the Program Observatory of Field Education - Practices in Youth and Adult Education, Literacy and Alternations. The aim of this research was to identify and analyze, at the dynamics of knowledge building of the alternation pedagogy, the praxis levels that are underlying. To achieve this purpose, we performed a theoretical study in order to identify and analyze the surveys conducted from 2006 to 2011, which highlighted the knowledge dynamics of the pedagogy of alternation. In conducting this research, the methodology we used combined the approaches aspects of qualitative and quantitative research. In data analysis we used the method of content analysis of Bardin (1977). Among the mapped productions about alternation, we did not identify studies that have been as study object and / or specific thematic the knowledge dynamics that were built on the experiences of alternation in Brazil. However we could identify nine papers that allowed analyze them. Based on productions found we constructed three categories that indicate knowledge construction in alternation as a creative praxis: Experience, Research, and Transformation. We also established three categories that indicate the knowledge construction in alternation as a reiterative praxis: Emphasis on school and technical training; Centralization of the monitor knowledge; and Imposition of the curriculum. The results allow us to conclude that the process of knowledge construction in alternation is complex and involves contradictions and that the praxis is present in all experiences, although at different levels. So, sometimes approaching a liberating education being expressed as a creative praxis, sometimes approaching a banking education, being expressed as a reiterative praxis.