Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-02-22T22:23:55Z No. of bitstreams: 1 LuanaSobralHilario_DISSERT.pdf: 1183095 bytes, checksum: f1243e3f9f9d4683e6b6f49b68c982c2 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-02-25T21:28:52Z (GMT) No. of bitstreams: 1 LuanaSobralHilario_DISSERT.pdf: 1183095 bytes, checksum: f1243e3f9f9d4683e6b6f49b68c982c2 (MD5) / Made available in DSpace on 2016-02-25T21:28:52Z (GMT). No. of bitstreams: 1 LuanaSobralHilario_DISSERT.pdf: 1183095 bytes, checksum: f1243e3f9f9d4683e6b6f49b68c982c2 (MD5) Previous issue date: 2015-03-31 / Trabalho que objetiva compreender os sentidos atribu?dos aos saberes escolares pelos jovens educandos da EJA da Escola Estadual 15 de Outubro, localizada na Zona Norte de Natal. Os jovens foram eleitos como foco de interesse, por terem uma expressividade num?rica cada vez maior nas turmas de EJA, mas, sobretudo, por demandarem quest?es novas e espec?ficas ? escola. Para a realiza??o da pesquisa, recorreu-se metodologicamente ? Entrevista Compreensiva organizada por Kaufmann (2013), lan?ando m?o dos seus instrumentos pr?prios de an?lise e organiza??o das informa??es, captadas atrav?s das entrevistas semiestruturadas e observa??o in loco. Considerando que o sentido atribu?do na rela??o com o saberes escolares condiciona o modo de se vivenciar a escola, buscou-se as constru??es te?ricas de Bernard Charlot (2000; 2005), na compreens?o do saber enquanto rela??o do sujeito consigo, com o outro e com o mundo, portanto, saber para al?m do conte?do objeto. O trabalho anal?tico incorpora, tamb?m, as contribui??es de Marc Aug? (1994; 1997), no tocante ao entendimento do sentido enquanto constru??o social. As reflex?es ainda foram feitas ? luz das pondera??es de Michel de Certeau (2012), na medida em que permite que se tome os educandos enquanto sujeitos ativos e produtores de t?ticas de sobreviv?ncia na vida e no meio escolar. Proveniente da fala dos educandos, apreendeu-se tr?s n?cleos de sentido, quais sejam: as aprendizagens consideradas mais importantes pelos jovens educandos, as quais comp?em um conjunto de valores ?tico e moral; a escola como garantia de ?um futuro melhor?, pela qual os jovens buscam assegurar na vida adulta um trabalho, por?m, a partir de uma ?rela??o m?gica? com o saber, na medida em que o alvo dos jovens educandos ? mais o certificado de conclus?o do n?vel de ensino que frequentam, que n?o est? necessariamente associado ?s aprendizagens escolares. O terceiro n?cleo de sentido apreendido ? a escola enquanto lugar socializador, isto ?, um espa?o onde se pode encontrar com os amigos para conversar. H?, portanto, uma rela??o com o saber que ? prestigiada pelos jovens da EJA; existe uma expectativa objetiva desses educandos sobre a escola; e eles fazem ?uso? da institui??o para ?encontros? que n?o s?o necessariamente com os saberes curriculares. Considerar, pois, essas quest?es que passam pela ressignifica??o do sentido da escola, ? parte de um esfor?o em compreender os sujeitos da EJA e ajuda a pensar formas de garantir a perman?ncia e sucesso deles na institui??o. / Work that aims to understand the meanings attributed to school knowledge by young students of the EJA State School 15 October, located in the Natal?s North Zone. Young people were elected as the focus of interest for having a numerical expression increased in groups of adult education EJA, but above all, they demand for new issues and specific to school. For the research, we used methodologically the Comprehensive Interview organized by Kaufmann (2013), making use of its own analytical and organization of information, captured through semi-structured interviews and on-site observation. Whereas the meaning ascribed to it in relation to the school knowledge conditions the way to experience the school, sought the theoretical constructions of Bernard Charlot (2000; 2005), the understanding of knowledge as a relation of the subject with you, with each other and with the world, so we know beyond the object content. Analytical work incorporates also the contributions of Marc Aug? (1994, 1997) with respect to the understanding of meaning as a social construction. Reflections were also made in light of Michel de Certeau (2012), in that it allows you to take the students as active subjects and producers of survival tactics in life and at school. From the speech of students, seized three units of meaning, namely: the learning considered most important by young students, which make up a set of ethical and moral values; the school as a guarantee of "a better future", in which young people seek to ensure a job in adulthood, however, from a "magical relationship" with knowledge, in that the target of young students is more the certificate completion of the level of education they attend, which is not necessarily associated with school learning. The third core seized sense is the school as a place of socialization, that is, a space where you can meet with friends to talk. There is therefore a relationship with knowledge that is prestigious for the youth of adult education EJA; there is an objective expectation of these students about the school; and they do "use" of the institution to "meetings" that are not necessarily with the curricular knowledge. Consider, therefore, these questions which hold school sense of reframing, is part of an effort to understand the subject of adult education EJA and helps to think ways to ensure continuity and their success in the institution.

Made available in DSpace on 2014-12-17T14:36:07Z (GMT). No. of bitstreams: 1 AnaMPA_TESE.pdf: 1109993 bytes, checksum: 3b7943e21a361d3e2840eb1085ceba39 (MD5) Previous issue date: 2010-02-10 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This work was developed in the course of Pedagogy, Universidade Federal do Rio Grande do Norte. Aims to understand the process of identity construction of teachers and educators in initial training. We started from the idea that such process was made by a complex and interdependent movement, once it was an inventive phenomenon wrought by individuals who are authors and actors of the story of their "real life" (KAUFMANN). This identity is rooted in the trajectories and social biographical experiences (FERREIRA), relationships with the constructed and accumulated knowledge in this route (CHARLOT) and in the developing of a sense of cultural belonging institutionally constructed (Luckmann, Berger). Then, the training involves relationships with knowledge in several instances, considering the effects, in one hand, the historic-social production and, in another hand, from the positions of subject and their biographical itinerary, existential and formative. We used the methodology of the Comprehensive Interview (KAUFMANN; SILVA), associated with a network of theoretical references, empirical and very analytical and interpretive activity. She researcher also relied on the "sensitive listening" (BARBIER), empathic attitude of "listening / seeing" the subject, and the notion of "intellectual artisan" (MILLS). The individual interviews were supplemented by the Focus Group. The approach was multi-referential (ARDOINO; MACEDO), with the intertwining of different perspectives, allowing a more complex configuration and less reductionist. In the analysis and interpretation we located the starting point, genesis of identity whose dynamics is not rigidly determined, but localized in space-time that precedes entry into the initial training. It is the time of concerns, questions and reflections about what you want to be in the future professional life. In sequence, we saw the route, multifaceted process whose the direction is the increasing involvement of individuals with their training. This training is engendered by the relations with the curricular, extracurricular and discursive knowledge, as simultaneous dynamics of self training and socio training. The self training of the individuals, understanding the critical, ethic and authority reading of their own experiences, is also seen as an exercise of shared responsibility, it assumes that the relationship with others meanings and professor mediation. The socio training refers to the collective subject and turns to the historical production and diversified knowledge, and comprehension of the various training instances. Self training and socio training are both objects of negotiation, because they are provocative of new designs, and cultural and identity maps, mobilizing the senses towards new meanings of themselves and the professional reality. It is in this interdependence between what is historically produced and the experiences of the subjects, who we located the arrival, considering it as a radically incomplete process of the professional identity and the building itself. / Essa pesquisa foi desenvolvida no curso de Pedagogia da Universidade Federal do Rio Grande do Norte. Teve o objetivo de compreender o processo de constru??o identit?ria de pedagogos e pedagogas em forma??o inicial. Partimos da ideia que tal processo resultava de um movimento complexo e interdependente, enquanto fen?meno inventivo forjado pelos indiv?duos que passam a ser autores e atores da hist?ria da sua verdadeira vida (KAUFMANN). Essa identidade est? enraizada nas trajet?rias e experi?ncias sociobiogr?ficas (FERREIRA), nas rela??es com os saberes constru?dos e acumulados nesse percurso (CHARLOT) e no desenvolvimento de um sentimento de perten?a cultural e institucionalmente constru?do (LUCKMANN; BERGER). Ent?o, a forma??o envolve rela??es com saberes em inst?ncias diversas, considerando os efeitos, de um lado, da produ??o hist?rico-social e, do outro, das posi??es dos sujeitos e seus itiner?rios biogr?ficos, existenciais e formativos. Utilizamos a metodologia da Entrevista Compreensiva (KAUFMANN; SILVA), associada a uma rede de refer?ncias te?ricas, emp?ricas e a pr?pria atividade anal?tica e interpretativa. A pesquisadora tamb?m se apoiou na escuta sens?vel (BARBIER), atitude emp?tica de escutar/ver o sujeito, e na no??o de artes? intelectual (MILLS). As entrevistas individuais foram complementadas com o Grupo Focal. A abordagem foi multirreferencial (ARDOINO; MACEDO), com o entrela?amento de v?rios olhares, permitindo uma configura??o mais complexa e menos reducionista. Na an?lise e na interpreta??o localizamos a partida, g?nese identit?ria cuja din?mica n?o ? rigidamente determinada, mas localizada no espa?o-tempo que precederia o ingresso na forma??o inicial. ? o tempo das inquieta??es, indaga??es e reflex?es sobre o que se deseja ser no futuro profissional. Na sequ?ncia, vimos o percurso, processo multiforme cuja via ? a implica??o progressiva dos sujeitos com sua forma??o. Esta forma??o ? engendrada pelas rela??es com os saberes curriculares, extracurriculares e discursivos, como din?mica simult?nea de autoforma??o e socioforma??o. A autoforma??o dos sujeitos, compreendendo a leitura cr?tica, ?tica e competente das suas pr?prias experi?ncias, ? vista tamb?m como exerc?cio de responsabiliza??o partilhada, pois sup?e a rela??o com outros significativos e a media??o docente. A socioforma??o se refere ao sujeito coletivo e volta-se para a produ??o hist?rica e diversificada de saberes e compreens?es das v?rias inst?ncias formativas. Autoforma??o e socioforma??o s?o ambas objetos de negocia??o, porque s?o provocadoras de novos desenhos e mapas identit?rios e culturais, mobilizadores dos sentidos com vistas a novas significa??es de si e da realidade profissional. ? nessa interdepend?ncia, entre o que ? historicamente produzido e as experi?ncias vividas pelos sujeitos, que localizamos a chegada, considerando-a como processo radicalmente inacabado da identidade profissional e da pr?pria constru??o de si.