O objetivo da dissertação é caracterizar o processo de emergência do discurso dos Sem Universidade no Brasil. Para tanto, vale-se da observação da presença histórica dos discursos sobre as relações raciais no Brasil, como o embranquecimento, o mulatismo, a negritude, o indigenismo e o discurso dos povos indígenas no geral, e, em particular da percepção da reprodução, ocorrência, ecos, rumores desses respectivos discursos em um corpus específico, fruto de experiências de projetos de educação popular, realizados em cursinhos populares na periferia de São Paulo, no ano de 2003, com participantes egressos da escola pública e que não tiveram acesso às alterações de políticas educacionais relativas à incorporação transversal do ensino de história, cultura africana e dos povos indígenas na educação básica, obrigatórias apenas a partir de 2003 na letra da lei nacional. A pesquisa tem abordagem interdisciplinar e fundamentação teórica baseada nos estudos de análise de discurso, particularmente na categoria de interdiscurso. A metodologia vale-se da construção de um quadro de restrição semântica, da análise do corpus, do estabelecimento de relações com fontes semióticas complementares. Como resultado, o estudo indicou a presença do discurso de novíssimos sujeitos sociais, sua dimensão coletiva, sua imbricação institucional e a emergência do discurso do MSU, dos Sem Universidade, como indicia a luta comum por isenção de taxas dos vestibulares, por novas universidades públicas, pela criação de um sistema público de bolsas de estudos o PROUNI, por uma reforma universitária popular, pelo ENEM como critério de acesso à universidade, pela aprovação da Lei de Cotas no Brasil (lei 12.711/12), pela instalação das Conferências Nacionais de Educação e pelo Plano Nacional de Educação no Brasil. / The purpose of this work is to characterize the process of the discourse emerging from the Without University in Brazil. For that, it is worth-watching the historic presence of the speeches about race relations in Brazil, such as the discourse of whitening, mulatism, negritude, indianism, and the discourse of the brazilian native people, in general. Particularly, it matters the perception of the reproduction of these discourses, as well as its occurrences, echoes, rumors in a specific corpus. The corpus of this academic work was obtained from popular educational projects (preparatory courses to enter the university level) accomplished on the outskirts of São Paulo, in 2003, with students that came from the brazilian public educational system. As the teaching of African and brazilian native history and culture was introduced in basic education only from 2003, by the approval of a national law, the corpus analyzed has no influence of it. The research has an interdisciplinary approach but the theoretical framework is based on the study of discourse analysis with emphasis on interdiscourse. The methodology is based on a construction of one framework semantic constraints, the analysis of the corpus and in to see the relationships with complementary relevant semiotic sources.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-08-16T17:24:06Z No. of bitstreams: 1 2015 - Tarcio Leal Pereira.pdf: 1176946 bytes, checksum: 559025b466d6a53a41f6bd21439841ce (MD5) / Made available in DSpace on 2017-08-16T17:24:06Z (GMT). No. of bitstreams: 1 2015 - Tarcio Leal Pereira.pdf: 1176946 bytes, checksum: 559025b466d6a53a41f6bd21439841ce (MD5) Previous issue date: 2015-08-28 / CAPES / The objective of this work is to dicuss the militant formation course Energy and Society in Contemporary Capitalism, offered by Urban and Reginal Research and Planning Institute of Rio de Janeiro Federal University (IPPUR/UFRJ). This study analyses the final works course of the Sim?n Bol?var Internationalist Class, looking for reflect about militant formation process developed by partnership between a Public University and Popular Social Organizations that make part of an international articulation called Via Campesina (Peasant way). This work considered the educative process as a ?preparation? because the students are aready school formers and militants experts in their organizations, receiving a complementar formation to make stronger their actions when they were back to original places. This research avalues that students final works reflect classes ministrated and living action of each one of them, becoming the reality expressed in the works as a result of all issues worked in the course / Pretende-se com esse trabalho refletir sobre o processo de prepara??o de militantes realizado no Curso de Extens?o/Especializa??o Energia e Sociedade no Capitalismo Contempor?neo, oferecido pelo Instituto de Pesquisa e Planejamento Urbano e Regional da Universidade Federal do Rio de Janeiro. Analisando os trabalhos de conclus?o de curso da Turma Internacionalista Sim?n Bol?var, buscamos refletir a respeito do processo de prepara??o de militantes desenvolvido a partir da parceria entre uma universidade p?blica e diferentes organiza??es sociais populares que comp?em uma articula??o internacional denominada Via Campesina. Consideramos o processo educativo enquanto ?prepara??o?, uma vez que j? escolarizados e experientes na milit?ncia em suas organiza??es, os estudantes que integram esse curso recebem uma capacita??o complementar, a fim de potencializar suas a??es ao retornarem aos seus locais de origem. Avaliamos que os trabalhos de conclus?o desenvolvidos pelos estudantes refletem a soma dos conte?dos transmitidos nas aulas e desenvolvidos na viv?ncia e no estudo conduzido por eles, tonificando a realidade expressa nos trabalhos de acordo com a proposta do conjunto das disciplinas oferecidas no curso

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-09-12T19:19:28Z No. of bitstreams: 1 2016 - Isabel Cristina Mendes Pinheiro Navega.pdf: 6485517 bytes, checksum: c11321c7796f525b72d4747a2f452169 (MD5) / Made available in DSpace on 2017-09-12T19:19:28Z (GMT). No. of bitstreams: 1 2016 - Isabel Cristina Mendes Pinheiro Navega.pdf: 6485517 bytes, checksum: c11321c7796f525b72d4747a2f452169 (MD5) Previous issue date: 2016-02-25 / Popular education is an area of education whose practices allow the acquisition of knowledge through the interweaving of individuals with knowledge that, when contextualized, decode meanings, disseminate concepts and adapts it to communicate to transcribe facts, experiences and concerns; enabling consecutively dynamic dialogue between individuals and their environment. To better understand its definition, this objective is to work in talk about two experiences of popular education in Vila Kennedy aiming to show how popular movements influence their context and therefore it is extremely important to consider them in all areas education: form or informal, for example. One of the initiatives of these is the Short VK, community film festival that annually takes place in the locality; the other is the Aya House, cultural space for the exchange of popular knowledge, which values the potential of individuals with a desire to do what the residents can participate autonomously in the construction of learning, and can also reconfigure the scenario that popular community as marginalized socially. Thus, the objective of this work is to, in addition to presenting them, valuing them at their potential, show how the formal teaching spaces, such as public schools in the region should consider them in the construction of knowledge and meaning social that creates mutually in society. / A educa??o popular ? uma ?rea da educa??o cujas pr?ticas permitem a aquisi??o do conhecimento atrav?s do entrela?amento dos indiv?duos com saberes que, ao serem contextualizados, decodificam sentidos, disseminam conceitos e os ad?qua a comunica??o para transcrever fatos, viv?ncias e anseios; possibilitando, consecutivamente, o di?logo din?mico entre os sujeitos e seu meio. Para melhor entender sua defini??o, o presente trabalho objetiva-se em discorrer sobre duas experi?ncias da educa??o popular na Vila Kennedy com intuito de evidenciar como os movimentos populares influenciam e ressignificam seus contextos e como, por sua vez, ? de suma import?ncia consider?-los nas redes educativas que se criam nos espa?os formais e informais de ensino, por exemplo. Uma das iniciativas delas ? o Curta VK, festival de cinema comunit?rio que, anualmente, acontece na localidade; a outra ? a Casa de Aya, espa?o cultural de troca de saberes populares, que valoriza as potencialidades dos indiv?duos com o desejo de fazer com o que os moradores possam participar, autonomamente, na constru??o da aprendizagem, assim como tamb?m possam reconfigurar o cen?rio dessa comunidade popular t?o marginalizada socialmente. Desta forma, o objetivo deste trabalho ? o de, ademais de apresent?-las,valorizando-as em suas potencialidades, mostrar como os espa?os formais de ensino, como as escolas p?blicas da regi?o, devem apreci?-las na constru??o do conhecimento e do sentido social que se cria, mutuamente, na sociedade.

Made available in DSpace on 2017-07-10T16:16:59Z (GMT). No. of bitstreams: 1 Aparecida Villwock.pdf: 7506371 bytes, checksum: 23ea97c7386f43de15af119582e7c6fa (MD5) Previous issue date: 2013-08-29 / The purpose of this study is to present the figure of a Brazilian who was side by side with Paulo Freire in exile, discussing social issues and also working towards a conscious education, politics and citizen. This paper research the biography of the cartoonist, architect, writer and journalist Claudius Ceccon, seeking to present their diverse artistic and intellectual production, highlighting this research analysis of their production charges. One of his early educational interventions was their participation in the Institute of Cultural Action (IDAC), at Geneva, Switzerland - a space for discussions of projects focused on popular education in the countries of Latin America, Europe and Africa Continent.IDAC today has its extension in Rio de Janeiro with the Center for Creation and Image Popular (CECIP), which develops projects related to intellectual emancipation and citizenship. From the context of IDAC, explains to about the period of the civil-military dictatorship (1964-1985), and the role of Claudius Ceccon, in Brazil and in the countries in which he lived during his exile. Noteworthy the time frame (1964-1988), interconnected biography of Claudius and civil-military dictatorship, one political and economic process, in which the country found itself susceptible to radical changes. Therefore, the trajectory of Claudius is striking the context of dictatorship, being one of the consequences the exile, his contribution to the creation of the Pasquim, a newspaper circulation and reference that challenged prevailing paradigms of morality and politics, as well as the IDAC and CECIP are references binding to the biography of Claudius. By highlighting Claudius Ceccon as intellectual, we list the importance of genre charge text in its production, because on searching new means of transmitting knowledge, it becomes necessary to consider diverse ways to address certain issues. Regarding the charges of Claudius highlight his criticism of social life, which challenge values and "established truths". Later this considerations we search in this study to check the following point: which is the paper of Claudio Ceccon illustrations in front of the social, political and educational context to each approaching moment, during his acting at IDAC, Pasquin and in his other publishing articles? / A finalidade desse estudo consiste em apresentar a figura de um brasileiro que esteve lado a lado com Paulo Freire no exílio, discutindo questões sociais e que, ainda, trabalha em prol de uma educação consciente, política e cidadã. O presente trabalho pesquisa a biografia do caricaturista, arquiteto, escritor e jornalista Claudius Ceccon, buscando apresentar sua diversa produção artística e intelectual, destacando nesta pesquisa a análise de sua produção de charges. Uma de suas primeiras intervenções educacionais foi sua participação no Instituto da Ação Cultural (IDAC), em Genebra, Suíça - um espaço destinado a discussões de projetos voltados à educação popular dos países da América Latina, Europa e do continente africano. O IDAC tem hoje sua extensão no Rio de Janeiro com o Centro de Criação e Imagem Popular (CECIP), que desenvolve projetos voltados à emancipação intelectual e à cidadania. A partir do contexto do IDAC, explana-se acerca do período da ditadura civil-militar (1964-1985), e a atuação de Claudius Ceccon, no Brasil e nos países em que viveu durante o exílio. Destaca-se o recorte temporal (1964-1988),interligado a biografia de Claudius e a ditadura civil-militar, um processo político e econômico, em que o país encontrava-se suscetível a mudanças radicais. Portanto, na trajetória de Claudius é marcante o contexto ditatorial, sendo uma das consequências o exílio, sua contribuição à criação do Pasquim, um jornal de circulação e referência que contestou paradigmas da moral vigente e da política, bem como o IDAC e o CECIP são referências obrigatórias à biografia de Claudius. Ao destacar Claudius Ceccon como intelectual, elencamos a importância do gênero textual charge em sua produção, pois ao buscar novos meios de transmitir conhecimentos, torna-se necessário considerar formas diversificadas para abordar determinados assuntos. Em relação às charges de Claudius destacam-se suas críticas à vida social, as quais contestam valores e verdades estabelecidas . A partir dessas considerações, buscamos neste estudo verificar o seguinte problema: Qual é o papel das ilustrações de autoria de Claudius Ceccon para o contexto social, político e educacional em cada momento abordado, durante sua atuação no IDAC, no Pasquim e em suas outras publicações?

Made available in DSpace on 2017-07-10T16:17:03Z (GMT). No. of bitstreams: 1 1Dissertacao Aparecida Villwock.pdf: 7506418 bytes, checksum: 2e1b1a9dad65c2c8fdba75acf9f5fc7e (MD5) Previous issue date: 2013-08-29 / The purpose of this study is to present the figure of a Brazilian who was side by side with Paulo Freire in exile, discussing social issues and also working towards a conscious education, politics and citizen. This paper research the biography of the cartoonist, architect, writer and journalist Claudius Ceccon, seeking to present their diverse artistic and intellectual production, highlighting this research analysis of their production charges. One of his early educational interventions was their participation in the Institute of Cultural Action (IDAC), at Geneva, Switzerland - a space for discussions of projects focused on popular education in the countries of Latin America, Europe and Africa Continent.IDAC today has its extension in Rio de Janeiro with the Center for Creation and Image Popular (CECIP), which develops projects related to intellectual emancipation and citizenship. From the context of IDAC, explains to about the period of the civil-military dictatorship (1964-1985), and the role of Claudius Ceccon, in Brazil and in the countries in which he lived during his exile. Noteworthy the time frame (1964-1988), interconnected biography of Claudius and civil-military dictatorship, one political and economic process, in which the country found itself susceptible to radical changes. Therefore, the trajectory of Claudius is striking the context of dictatorship, being one of the consequences the exile, his contribution to the creation of the Pasquim, a newspaper circulation and reference that challenged prevailing paradigms of morality and politics, as well as the IDAC and CECIP are references binding to the biography of Claudius. By highlighting Claudius Ceccon as intellectual, we list the importance of genre charge text in its production, because on searching new means of transmitting knowledge, it becomes necessary to consider diverse ways to address certain issues. Regarding the charges of Claudius highlight his criticism of social life, which challenge values and "established truths". Later this considerations we search in this study to check the following point: which is the paper of Claudio Ceccon illustrations in front of the social, political and educational context to each approaching moment, during his acting at IDAC, Pasquin and in his other publishing articles? / A finalidade desse estudo consiste em apresentar a figura de um brasileiro que esteve lado a lado com Paulo Freire no exílio, discutindo questões sociais e que, ainda, trabalha em prol de uma educação consciente, política e cidadã. O presente trabalho pesquisa a biografia do caricaturista, arquiteto, escritor e jornalista Claudius Ceccon, buscando apresentar sua diversa produção artística e intelectual, destacando nesta pesquisa a análise de sua produção de charges. Uma de suas primeiras intervenções educacionais foi sua participação no Instituto da Ação Cultural (IDAC), em Genebra, Suíça - um espaço destinado a discussões de projetos voltados à educação popular dos países da América Latina, Europa e do continente africano. O IDAC tem hoje sua extensão no Rio de Janeiro com o Centro de Criação e Imagem Popular (CECIP), que desenvolve projetos voltados à emancipação intelectual e à cidadania. A partir do contexto do IDAC, explana-se acerca do período da ditadura civil-militar (1964-1985), e a atuação de Claudius Ceccon, no Brasil e nos países em que viveu durante o exílio. Destaca-se o recorte temporal (1964- 1988), interligado a biografia de Claudius e a ditadura civil-militar, um processo político e econômico, em que o país encontrava-se suscetível a mudanças radicais. Portanto, na trajetória de Claudius é marcante o contexto ditatorial, sendo uma das consequências o exílio, sua contribuição à criação do Pasquim, um jornal de circulação e referência que contestou paradigmas da moral vigente e da política, bem como o IDAC e o CECIP são referências obrigatórias à biografia de Claudius. Ao destacar Claudius Ceccon como intelectual, elencamos a importância do gênero textual charge em sua produção, pois ao buscar novos meios de transmitir conhecimentos, torna-se necessário considerar formas diversificadas para abordar determinados assuntos. Em relação às charges de Claudius destacam-se suas críticas à vida social, as quais contestam valores e verdades estabelecidas . A partir dessas considerações, buscamos neste estudo verificar o seguinte problema: Qual é o papel das ilustrações de autoria de Claudius Ceccon para o contexto social, político e educacional em cada momento abordado, durante sua atuação no IDAC, no Pasquim e em suas outras publicações?

Magister Educationis - MEd / This research was motivated by my interest in the sport and the systems of provision of the education on Robben Island. The problem that gave rise to the study was to determine how political prisoners were able to organise prisoner education (political education and non-formal education) and participate in prison-sponsored education (formal education) and to find answers to the question of what impact education had on the sport that they agitated for.

<p>The subject of this dissertation is to examine whether parallels of the notations of the Swedish parish records regarding popular education could be tracked down in Hungarian church records, as well as to examine to what extent such records may be utilised as sources for the study of the churches’ role in this education. As it is shown in the study, there are remarks in the Hungarian church record about the levels of knowledge of parishioners. On that basis the dissertation also includes an analysis of these remarks and a comparison with the results of the Swedish notations of similar kind. </p><p>The structure of popular education in Sweden and Hungary from the Reformation to the beginning of the 19th century is reviewed.</p><p>The research is centred around a selection of church archives documents: registries of souls and protocols of bishops’ inspections. In the village of Kóka, which is the main object of analysis, the registry of souls analysed is dated 1794. The aim of the analysis is to point out the educational role of the Catholic clergy. Regarding the adult population the proportion of those who have been confirmed can be stated, and the proportion of men and women among them. As the sacraments are consecutive and based upon each other, there are obvious parallels with the data included in the contemporary Swedish Lutheran parish examination records.</p><p>A particular Hungarian book dating back to the first half of the 19th century has also been found in Kóka. It resembles in its structure the registry of souls, while its contents yields notes to reading and writing skills. As the church registry record comprises the complete adult population of the village, the level of knowledge of elementary skills according to age groups is analysed and also the differences in levels of knowledge between men and women. A comparison is made with the research findings based on the Swedish parish examination records. </p><p>The documents of the Hungarian church archives provide relatively many-folded but not – as the Swedish ones – continuous information. The study proves that the rich information of the Swedish parish examination records is unique, but also that the Hungarian records shed new light on the role of the clergy in popular education, providing a basis for international comparison.</p>

In this study the overarching question is in what way the Swedishauthor Alf Henrikson has acted as a popular educator and if he as such hasbeen a part of a popular educational context. The different popular educationalactivities he associated with could be considered as verification thathe did act as a popular educator. Two works of his popular historical authorshipare examined and they are characterized by the intention or ambitionto disseminate historical knowledge. By his historical authorship healso was a part of a popular historical tradition in Sweden.Henrikson appeared at several times as a popular lecturer and hereby hereproduces a tradition from the worker’s institutes and the associations forpopular lectures. He also performed on several occasions in radio programsand TV programs and disseminated knowledge and education. Radio broadcastsas well as television are regarded as popular educational activities. Inconsideration to the subject areas of his knowledge he can be affiliated withan educational ideal in the Swedish worker’s movement and Swedish populareducation. His educational ideal is the personality creating neohumanisticprinciple. Henrikson also supported the thought of taking over the middles-classes idea of cultural heritage.

The subject of this dissertation is to examine whether parallels of the notations of the Swedish parish records regarding popular education could be tracked down in Hungarian church records, as well as to examine to what extent such records may be utilised as sources for the study of the churches’ role in this education. As it is shown in the study, there are remarks in the Hungarian church record about the levels of knowledge of parishioners. On that basis the dissertation also includes an analysis of these remarks and a comparison with the results of the Swedish notations of similar kind. The structure of popular education in Sweden and Hungary from the Reformation to the beginning of the 19th century is reviewed. The research is centred around a selection of church archives documents: registries of souls and protocols of bishops’ inspections. In the village of Kóka, which is the main object of analysis, the registry of souls analysed is dated 1794. The aim of the analysis is to point out the educational role of the Catholic clergy. Regarding the adult population the proportion of those who have been confirmed can be stated, and the proportion of men and women among them. As the sacraments are consecutive and based upon each other, there are obvious parallels with the data included in the contemporary Swedish Lutheran parish examination records. A particular Hungarian book dating back to the first half of the 19th century has also been found in Kóka. It resembles in its structure the registry of souls, while its contents yields notes to reading and writing skills. As the church registry record comprises the complete adult population of the village, the level of knowledge of elementary skills according to age groups is analysed and also the differences in levels of knowledge between men and women. A comparison is made with the research findings based on the Swedish parish examination records. The documents of the Hungarian church archives provide relatively many-folded but not – as the Swedish ones – continuous information. The study proves that the rich information of the Swedish parish examination records is unique, but also that the Hungarian records shed new light on the role of the clergy in popular education, providing a basis for international comparison.

Submitted by Leonardo Cavalcante (leo.ocavalcante@gmail.com) on 2018-05-21T15:50:15Z No. of bitstreams: 1 Arquivototal.pdf: 7972832 bytes, checksum: eaced6d2354f155f2eecfb932237aaa0 (MD5) / Made available in DSpace on 2018-05-21T15:50:15Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 7972832 bytes, checksum: eaced6d2354f155f2eecfb932237aaa0 (MD5) Previous issue date: 2017-02-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research aims to understand how the knowledge relationship occurs in the pedagogical practices of the Education of Youngs and Adults (EJA), starting from the use of textbooks. We adopted as a unit of analysis the pedagogical and political dimension that bases the prescribed knowledge (contents) in the textbooks used in the pedagogical practices of Youth and Adult Education in a public school in the city of Lagoa de Dentro (PB), located in the rural community. The theoretical perspective that guided the study was that of Popular Education, Education of Youngs and Adults and Relation of Knowledge, based on Freire (1983; 1997; 2000; 2006; 2007; 2011), Brandão (1994; 2002; 2003; 2006), Beisiegel (1974; 1982), Paiva (2003), Fávero (1984), Santos (2000, 2002; 2007; 2009), Charlot (1996, 2000), Jovchelovitch (2011). We talk with the conceptions about Didactic Book emerging from the researches developed by scholars of the thematic, who focus on the social-historical aspects, the pedagogical-curricular dimension, as well as the political and market dimension, among these: Bittencourt (2004; 2008), Munakata (2003; 2012), Valdemarin (2007), Choppin (2004), Gatti (2004), Santomé (1998). The main problem that guided the discussions is the process of interactivity of knowledge, starting from the textbook used in the Education of Youngs and Adults. The methodological approach adopted was the Case Study (YIN, 2001), using Participant Observation (BRANDÃO, 2006; MELLO, 2005), narrative (YIN, 2001), semi-structured interviews (MELLO, 2005), the document of the National Programme of the Didactic Book for Education of Young and Adult - PNLD-EJA (BRAZIL / MEC 2012; 2014) and the Textbook itself (EJA MODERNA, 2013). We define our analysis in the descriptive approach, in which we adopt as a strategy the “case description” (general), and the “construction of the explanation” (specific) (YIN, 2001). This research shows that the place of the “relationship of knowledge” in the Education of Youngs and Adults is reconsidered based on the multiplicity of knowledge that originates from the programmatic contents of the textbooks (school knowledge), from the creative knowledge built in the pedagogical practice of the teachers of the EJA and also the popular knowledge of the students. The daily life of Youth and Adult Education presents itself as a plural space that is not limited to the knowledge of textbooks; it constitutes knowledge endowed with subjectivities, representations, meanings and historical aspects that form an individual and collective identity. We perceive that “alternative pedagogical creations” surpass or re-signify the accommodation to the programmed knowledge, favoring the development of pedagogical practices with a view to emancipation, starting from “Relevant Social Themes”, provoking “dialogical meetings” of the different ways of knowing. / Esta pesquisa propõe-se a compreender como ocorre a relação de saberes nas práticas pedagógicas da Educação de Jovens e Adultos (EJA), a partir do uso do livro didático. Adotamos como unidade de análise a dimensão pedagógica e política que fundamenta os saberes prescritos (conteúdos) nos livros didáticos utilizados nas práticas pedagógicas da Educação de Jovens e Adultos em uma escola pública do município de Lagoa de Dentro (PB), localizada na comunidade rural. A perspectiva teórica que norteou o estudo foi a da Educação Popular, Educação de Jovens e Adultos e Relação de Saberes, fundamentando-se em Freire (1983; 1997; 2006; 2007; 2000; 2011), Brandão (1994; 2002; 2003; 2006), Beisiegel (1974; 1982), Paiva (2003), Fávero (1984), Santos (2007; 2002; 2000; 2009), Charlot (1996; 2000), Jovchelovitch (2011). Dialogamos com as concepções sobre Livro Didático emergentes das pesquisas desenvolvidas por estudiosos da temática, os quais enfocam os aspectos histórico-sociais, a dimensão pedagógico-curricular, assim como a dimensão política e mercadológica, dentre esses: Bittencourt (2004; 2008), Munakata (2003; 2012), Valdemarin (2007), Choppin (2004), Gatti (2004), Santomé (1998). A principal problemática que norteou as discussões é o processo de interatividade de saberes, a partir do livro didático utilizado na Educação de Jovens e Adultos. O procedimento metodológico adotado foi o Estudo de Caso (YIN, 2001), utilizando a Observação Participante (BRANDÃO, 2006; MELLO, 2005), narrativa (YIN, 2011), entrevistas semi-estruturadas (MELLO, 2005), os documentos do Programa Nacional do Livro Didático para Educação de Jovens e Adultos – PNLD-EJA (BRASIL/MEC 2012; 2014) e o próprio Livro Didático (EJA MODERNA, 2013). Pautamos nossas análises na abordagem descritiva, na qual adotamos como estratégia a “descrição de caso” (geral), e a “construção da explanação” (específica) (YIN, 2011). Esta pesquisa evidencia que o lugar da “relação de saberes” na Educação de Jovens e Adultos é reconsiderado a partir da multiplicidade de saberes que se originam dos conteúdos programáticos dos livros didáticos (saberes escolares), dos saberes criativos construídos na prática pedagógica dos professores da EJA e também dos saberes populares dos educandos. O cotidiano da Educação de Jovens e Adultos apresenta-se como espaço plural que não se resume aos saberes dos livros didáticos; constitui saberes dotados de subjetividades, representações, significados e historicidades que formam uma identidade específica e coletiva. Percebemos que as “criações pedagógicas alternativas” ultrapassam ou ressignificam a acomodação aos saberes programados, favorecendo o desenvolvimento de práticas pedagógicas com vistas à emancipação, a partir de “Temáticas Sociais Relevantes”, suscitando “encontros dialógicos” dos diferentes modos de conhecer/saber.