Submitted by Jadson Francisco de Jesus SILVA (jadson@uefs.br) on 2018-02-01T22:02:02Z No. of bitstreams: 1 Disserta??o Rebeca Barbosa Nascimento.pdf: 15807698 bytes, checksum: 664333bbb7472f35f56de775f39667bd (MD5) / Made available in DSpace on 2018-02-01T22:02:02Z (GMT). No. of bitstreams: 1 Disserta??o Rebeca Barbosa Nascimento.pdf: 15807698 bytes, checksum: 664333bbb7472f35f56de775f39667bd (MD5) Previous issue date: 2017-02-23 / With relevant contributions in several areas of knowledge, Michel Foucault provided, in his work, important reflections on the subjects and their processes of historical constitution within the relations established between power, truth and knowledge. Starting from Foucault's notion of subject, the present work constitutes an investigation of historical-discursive processes that discourses the formation of the student in the Young and Adult Education Program (EJA). To do so, initially, a brief historical-documental overview was given on the education movements for young people and adults in Brazil, reflecting on the constitution of the program in its relation with the public to which it is directed. Subsequently, the process of analysis was constructed based on The Archeology of Knowledge, and it is therefore a careful reading of the possible regularities found in the linguistic materiality of chapter 1 of the Portuguese Language segment of the program's textbook . The identification of possible regularities is followed by a characterization of the surfaces of emergence of possible speeches and, finally, the possibilities and interdictions that delimit the margins of constitution of the student subject of the EJA Program through the exteriorities are demarcated. / Com relevantes contribui??es em diversas ?reas do conhecimento, Michel Foucault trouxe, em suas obras, importantes reflex?es sobre os sujeitos e seus processos de constitui??o hist?rica dentro das rela??es estabelecidas entre poder, verdade e saber. Partindo da no??o foucaultiana de sujeito, o presente trabalho configura-se como uma investiga??o deprocessos hist?rico-discursivos que interpelam a forma??o do Sujeito Estudante do Programa de Educa??o de Jovens a Adultos. Para tanto, de forma inicial, foi constru?do um breve panorama hist?rico-documental sobre os movimentos de educa??o para jovens e adultos no Brasil, refletindo sobre a constitui??o do programa em sua rela??o com o p?blico para o qual ele ? direcionado. De forma subsequente, o processo de an?lise foi constru?do com base em A Arqueologia do Saber, tratando-se, portanto, de uma leitura atenta ?s poss?veis regularidades encontradas na materialidade lingu?stica do cap?tulo 1 do segmento de L?ngua Portuguesa do livro did?tico do programa. A identifica??o das poss?veis regularidades ? seguidadeuma caracteriza??o das superf?cies de emerg?ncia de poss?veis discursos e, posteriormente, s?o demarcadas as possibilidades e interdi??es que delimitam as margens de constitui??o do sujeito estudante da EJA atrav?s das exterioridades.

Linha de pesquisa: Curr?culos, avalia??o, pr?ticas pedag?gicas e forma??o de professores. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-06-29T19:40:02Z No. of bitstreams: 2 milton_chaves_santos_junior.pdf: 1182043 bytes, checksum: 22d56be7339ce84e9c3aefacca8ccd26 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-07-03T14:03:42Z (GMT) No. of bitstreams: 2 milton_chaves_santos_junior.pdf: 1182043 bytes, checksum: 22d56be7339ce84e9c3aefacca8ccd26 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-07-03T14:03:42Z (GMT). No. of bitstreams: 2 milton_chaves_santos_junior.pdf: 1182043 bytes, checksum: 22d56be7339ce84e9c3aefacca8ccd26 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016 / Esta disserta??o analisa como as pr?ticas curriculares do abrigo investigado demandam certas posi??es de sujeito por meio do discurso do acolhimento que ao mesmo tempo fragilizam e fortalecem as crian?as e os adolescentes em vulnerabilidade social. A metodologia inspira-se na an?lise do discurso foucaultiana e elementos da etnografia tais como: observa??o em di?rio de campo, conversas informais e entrevista semiestruturada. A an?lise te?rica articula um conjunto de conceitos desenvolvidos por Michel Foucault, sendo alguns deles centrais: discurso, poder-saber, processos de subjetiva??o e posi??o de sujeito, al?m do conceito de curr?culo em uma vis?o p?s-cr?tica. O manejo dessas ferramentas conceituais caminha rumo ? investiga??o do discurso do acolhimento, que diz respeito ao processo de ajuda protetiva ? crian?a e ao adolescente abandonados divulgado nas pr?ticas curriculares do abrigo em quest?o. O problema central desta pesquisa ?: como o discurso do acolhimento ? crian?a e ao adolescente em vulnerabilidade social est? divulgado nas pr?ticas curriculares do abrigo investigado e quais posi??es de sujeito s?o demandadas nesse discurso. Para isso, pesquiso como a crian?a e o adolescente s?o nomeados, caracterizados e inventados no curr?culo desse abrigo. Investigo tamb?m as a??es individuais e coletivas presenciadas em situa??es do cotidiano e as rela??es de poder-saber ali imbricadas. O argumento geral desenvolvido ? o de que h? no curr?culo da institui??o investigada um constante enfrentamento de verdades discursivas sobre o acolhimento. Desse modo, os processos de subjetiva??o nas pr?ticas curriculares, enquanto local de produ??o e cria??o de significados sociais, demarcam especialmente as posi??es de sujeito menor abandonado, coitadinho, delinquente, amaldi?oado, de direitos e resiliente. A met?fora da hist?ria da branca de neve entra em cena nesta investiga??o, enxergando o espelho da personagem bruxa como o curr?culo do abrigo Resili?ncia, ou seja, o local onde os discursos est?o divulgados. A bruxa, por sua vez, ? o reflexo das crian?as e adolescentes marcados pelo abandono, sendo a personifica??o da maldade do sujeito bruxa a representatividade das posi??es de sujeito produzidas em meio a rela??es de poder e saber. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016. / This dissertation analyzes how the curricular practices of the shelter investigated demand certain positions of subject through the discourse of the reception, at the same time it weakens and strengthens the children and adolescents in social vulnerability. The methodology is inspired by the analysis of the Foucauldian discourse and elements of ethnography such as observation in field diary, informal conversations and semi-structured interview. The theoretical analysis articulates a set of concepts developed by Michel Foucault, some of them central: discourse, power-knowledge, subjectivation processes and subject position, beyond the concept of curriculum in a post-critical view. The management of these conceptual tools is directed towards the investigation of the discourse of the reception, which concerns the process of protective help to the abandoned child and adolescent disclosed in the curricular practices of the shelter in question. The central problem of this research is: how the discourse of reception to the child and adolescent in social vulnerability has disclosed in the curricular practices of the investigated shelter and what subject positions are demanded in this discourse. For this, I research how the child and the adolescent has named, characterized and invented in the curriculum of that shelter. I also investigate the individual and collective actions witnessed in everyday situations and the relations of power-knowledge imbricated there. The general argument developed is that there is in the curriculum of the investigated institution a constant confrontation of discursive truths about the reception. Thus , the processes of subjectivation in curricular practices, as a place of production and creation of social meanings, especially demarcate the minor subject positions of an abandoned, poor, delinquent, cursed, right-wing and resilient. The metaphor of the snow white story comes into the picture in this investigation by looking at the witch character's mirror as the curriculum of the Resilience shelter, in other words, the place where the speeches are spread. The witch, on the other hand, is the reflection of the children and adolescents marked by the abandonment being the personification of the evil of the witch subject the representativity of the positions of subject produced in the middle of relations of power and knowledge.