Made available in DSpace on 2014-12-17T13:53:36Z (GMT). No. of bitstreams: 1 MarcosAAN_DISSERT.pdf: 1012836 bytes, checksum: b913db5c62297785e92bc0d8471a7af6 (MD5) Previous issue date: 2013-02-21 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / A presente pesquisa tem por objetivo central mensurar a dimens?o dos impactos do Projeto OASIS no desenvolvimento humano dos jovens de pequenos munic?pios potiguares e vinculados ? rede p?blica de ensino, em decorr?ncia de sua inser??o na estrat?gia socioeducativa do projeto. O Projeto OASIS visa complementar atividades do ensino regular atrav?s de a??es socioeducativas que contemplam temas como cidadania, participa??o social, empreendedorismo social. A plataforma te?rica sobre a qual se assenta esta pesquisa ? o modelo de Desenvolvimento na Escala Humana, do economista chileno Manfred Max-neef. No estudo, trabalhou-se com necessidades humanas de duas naturezas: as necessidades existenciais e as necessidades axiol?gicas. As necessidades existenciais s?o tomadas nesta disserta??o como dimens?es, as necessidades axiol?gicas, por sua vez, s?o as unidades de an?lise da investiga??o, denominadas de fatores. A amostra foi composta por 153 observa??es de um universo estimado de 190 jovens participantes do projeto. Ao todo, jovens de 9 munic?pios do Rio Grande do Norte foram abordados. As an?lises foram produzidas a partir dos resultados alcan?ados via An?lise Fatorial Explorat?ria e via modelagem em Equa??es Estruturais. Observou-se que o Projeto OASIS provocou mudan?as significativas no que se refere ? necessidade axiol?gica de entendimento. As necessidades de cria??o e identidade sofreram a o menor n?vel altera??o na avalia??o dos alunos do projeto. Conclu?mos que a estrat?gia socioeducativa da interviv?ncia universit?ria OASIS atende ?s expectativas de cumprimento de seu papel de complementaridade quando a identificamos como instrumento indutor do desenvolvimento humano a partir de mudan?as atitudinais e comportamentais provocados junto aos jovens que a integram

In Malawi, an estimated 202 000 children are out of school and of those in school, less than 50 percent reach grade five. Increasingly, alternatives to the formal school system are gaining traction as a means to reach these excluded children. Recognizing the necessity, the Malawian government recently stipulated a non-formal provision in its education plan. As demand increases, it is important to consider what makes these programmes appealing and sustainable. Using qualitative interview methods, this study explores the lives of ten rural Malawian youth who are participating in an alternative initiative and investigates factors that have influenced the students to initially join and remain in the programme. The study sheds light on experience with alternative education initiatives as seen from the student perspective and provides insight into influences, motivation and successful non-formal programming by linking the theoretical framework to the findings.

In Malawi, an estimated 202 000 children are out of school and of those in school, less than 50 percent reach grade five. Increasingly, alternatives to the formal school system are gaining traction as a means to reach these excluded children. Recognizing the necessity, the Malawian government recently stipulated a non-formal provision in its education plan. As demand increases, it is important to consider what makes these programmes appealing and sustainable. Using qualitative interview methods, this study explores the lives of ten rural Malawian youth who are participating in an alternative initiative and investigates factors that have influenced the students to initially join and remain in the programme. The study sheds light on experience with alternative education initiatives as seen from the student perspective and provides insight into influences, motivation and successful non-formal programming by linking the theoretical framework to the findings.

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