M.Ed. / The aim of this research was to explore African women's experience of their multiple role involvement while engaged in Adult Education and Training (ABET) programmes at the ABET centre in the Gauteng Province. I argue that African women in ABET have different experiences of their multiple roles to their Western counterparts, and for this reason, ABET providers should understand the experiences, needs and characteristics of African women in ABET in order to design flexible courses and give effective learner support. The research question that guided the research reported on in this essay is: What are the experiences of African women of their multiple role involvement while engaged in ABET? In the light of the above, qualitative research was conducted using personal interviews for data collection. Eight participants were purposefully selected by maximum variation sampling to represent the widest possible range of experience. They were interviewed in order to arrive at a deeper understanding of these experiences. The data gathered were then analysed and findings written up. The findings of this research indicate that rural African women have to balance the role of learner with that of worker, home maker, wife, mother, and communal worker. In addition, the entrenched system of patriarchy in many African societies denies rural women any form of personal support structure with women often encountering direct opposition to their attempts at selfimprovement. It is my contention that ABET programmes are not flexible enough to accommodate these multiple roles. The learner's responses in the interviews contain important suggestions on how to improve ABET programmes. The study concludes with the recommendation for ABET programmes.

Orientador: Neusa Maria Mendes de Gusmão / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-11T17:32:11Z (GMT). No. of bitstreams: 1 Nascimento_DivaCarneirodo_M.pdf: 1435520 bytes, checksum: da2357817d46ae8bfd928dbe2382c431 (MD5) Previous issue date: 2008 / Resumo : Este trabalho teve como objetivo perceber nas atribuições de sentido elaboradas por meninas negras e pobres moradoras do bairro de Pontezinha na Região Metropolitana do Recife, como os saberes do cotidiano se apresentam e de que forma interferem nas escolhas individuais que os sujeitos desta pesquisa fazem, como estabelecem relações entre os saberes do bairro onde moram e a escola publica estadual que freqüentam. Entre outras esta pesquisa indagou acerca de quanto os saberes da escola operam no cotidiano do bairro e vice-versa e em que medida os saberes desse cotidiano penetram no espaço escolar e modificam o processo educativo. A hipótese que orientou esta pesquisa foi em busca de confirmar que tais saberes presentes nos sujeitos são manejados de diversas formas dependendo dos contextos e contingências Nessa perspectiva a categoria raça problematizou tal discussão sobre cotidiano vivido pelas meninas que constroem suas experiências dentro de uma realidade de pobreza. Por tal problemática foi necessário investigar os ideais racistas presentes no cotidiano do bairro, que apesar de pobre e de maioria negra, não foge a regra mais geral da sociedade brasileira. O cotidiano das meninas foi objetivado a partir das concepções de táticas elaborado por Michel de Certeau, assim foi possível discutir que esse cotidiano que as meninas vivenciam quer individualmente quer coletivamente ora no bairro, ora no espaço escolar é feito de mediações, porque frente às contingências que lhes são colocadas elas reinventam concepções de si próprias e do lugar onde vivem e desse modo ordenam as relações de convivências com o bairro, com a escola e com os outros sujeitos, possibilitando possíveis diálogos entre os significados de uma narrativa do saber constituído (escolar) e a narrativa do saber vivido (dia-a-dia). Optou-se nesse trabalho pela pesquisa qualitativa onde foi utilizada a observação e as ¿rodas de conversas¿ tanto para os adultos quanto para as crianças pesquisadas. Contudo em certa medida foi utilizado documentos escritos e alguns dados quantitativos para fundamentar as analises feitas / Abstract : The objective of this dissertation is to observe how, in the construction of meaning by black poor residents of the Pontezinha neighborhood in Recife¿s metropolitan region, everyday information presents itself, as well as in which way this collective knowledge interferes with the individual choices made by the subjects of this research; how they establish a relationship between the information coming from the neighborhood they live in and the public state school they go to. The research analyzes, among other aspects, the level to which the neighborhood general knowledge interferes in the community¿s everyday life, and vice versa, and in what measure everyday knowledge penetrates the school space and modifies the educational process. The hypothesis that guided this research sought to confirm that such informational inputs present in subjects, are managed in diverse ways, depending on context and contingencies. In this perspective, the race issue stirred the discussion about the daily life lived by these girls who build their experiences within a reality of poverty. Because of the relevance of the issue, it was necessary to investigate the racist ideals present in the community¿s everyday dynamics, which, in spite of being mostly composed of black and poor members, does not stray from the average Brazilian community profile. The everyday life of these girls was approached based on the concepts of tactics elaborated by Michel de Certeau. Under this light it was possible to discuss that the routine lived by these girls, individually or collectively, in their neighborhood, or school, is composed of mediations, because, given the contingencies they face, they reinvent conceptions of themselves and of the place where they live, therefore organizing their coexistences with the community, the school and other people. This allows for possible dialogues between the essence of a narrative of the established knowledge (academic) and that of common sense knowledge (everyday). A qualitative research was chosen for this dissertation, using observation and open discussion groups as much with adults as with the children. However, to a certain measure, written documents and some quantitative data were used to fundament the analysis carried out / Mestrado / Educação, Sociedade, Politica e Cultura / Mestre em Educação

Orientador: Neusa Maria Mendes de Gusmão / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-11T16:56:37Z (GMT). No. of bitstreams: 1 Gomes_JanainaDamaceno_M.pdf: 2836892 bytes, checksum: 5c4b0309a35b0ef8d2151577e5f749d3 (MD5) Previous issue date: 2008 / Resumo : Essa dissertação pretende analisar como as experiências interligadas de raça, gênero e classe social se articulam no cotidiano acadêmico de estudantes negras universitárias que freqüentaram cursos de graduação e pós-graduação na UNICAMP entre os anos de 1989 até 2006. Deseja-se com isso, fornecer maiores dados sobre a presença negra feminina na Universidade Estadual de Campinas, através da figura da estudante negra, captando a diversidade que este termo pode abranger. A análise de entrevistas e de autobiografias será nosso principal meio de pesquisa. Procurar-se-á perceber no esforço autobiográfico a tentativa de interpretação e reconstrução das experiências acadêmicas das estudantes. O objetivo é verificar as contradições existentes na representação coletiva sobre a mulher negra e a representação que é feita de sua presença como estudante na universidade. O acesso à educação superior influencia na dissolução da representação estereotipada da mulher negra? / Abstract : This dissertation aims to examine how experiences related to race, gender and social class are articulated in everyday academic life of black women, college students, at UNICAMP (1989-2001). Our purpose is to provide more data on the presence of black women at the University of Campinas, through the figure of the black woman student, capturing the diversity that this term may encompass. The analysis of interviews and autobiographies will be our primary means of research. We'll endeavor to understand the autobiographical effort in trying to interpret and reconstruct the academic experience of these students. The goal is to see the contradictions in collective representation of black women and the representation which is made by them about their presence as students at the university. Does access to higher education influence the dissolution of the stereotypical representation of black woman? / Mestrado / Ciencias Sociais na Educação / Mestre em Educação