Ce mémoire a pour objet d’étude la notion du rapport aux savoirs historiques des élèves de l’ordre secondaire. Plus précisément, il sera question des relations existant entre la conception qu’entretiennent les élèves de l’histoire et du métier de l’historien, leur conception de l’action humaine dans l’histoire et leur sentiment d’être eux-mêmes, aujourd’hui, des acteurs politiques effectifs. Ce sujet est ancré dans le contexte de l’introduction des prescriptions en matière d’éducation à la citoyenneté dans le programme d’histoire de niveau secondaire. Cet ajout a pour conséquence d’introduire de nouveaux objectifs en matière d’éducation à la citoyenneté : l’élève, par l’étude de l’évolution démocratique, doit être amené à comprendre le rôle de l’action humaine dans l’histoire, lui faisant ainsi comprendre la valeur de sa propre participation à la vie sociale et politique. Cela étant dit, les recherches montrent que les enseignants et les enseignantes tardent à adopter la terminologie propre aux compétences du programme de formation en histoire et éducation à la citoyenneté et perpétuent un enseignement de l’histoire-récit qui fait la part belle aux grands évènements et aux grands hommes (Bouhon, 2009; Moisan, 2011). De plus, les manuels utilisés laissent peu de place aux individus ou aux groupes d’individus agissants et présentent rarement leurs actions de manière à rendre compte de leur efficacité (Éthier, 2001; Lefrançois, Éthier et Demers, 2011). Enfin, les recherches montrent que les élèves sont enclins à expliquer les changements à l’aide d’une histoire personnalisante, occupée principalement par les grands hommes et les hauts faits de l’histoire politique et militaire (Hallden, 1986 ; Carretero, Jacott, Limon, Lopez-Manjon et Leon, 1994 ; Carretero, Asuncion et Jacott, 1997 ; Tutiaux-Guillon et Fourmond, 1998). En explorant les conséquences complexes de ces différents constats, nous avons ressenti une insatisfaction à l’égard de la capacité d’explication de ce phénomène qu’offrait le champ conceptuel de didactique de l’histoire. Par conséquent, ce mémoire portera sur le transfert de la notion de rapport au savoir au domaine de la didactique de l’histoire à partir de la sociologie et de l’anthropologie. Le modèle théorique proposé a été obtenu grâce à une recherche spéculative qui a été inspirée des méthodes de Martineau, Simard et Gauthier (2001) et de Van der Maren (1996). / This thesis explores the relation to historical knowledge of high school students from the province of Quebec. More precisely, we will discuss the relations between student’s conception of history and of the work of historians, student’s conception of human action in history and student’s feeling of their own capacity to effectively participate in the democratic process. The context of this study is the introduction of the recent history and citizenship curriculum in Quebec’s high school that set new objectives in terms of citizenship education: students must now understand the role of human action in history in order to become conscious of their own value as participatory citizens. In this regard, researches show that teachers are resisting this new direction and that they perpetuate a way of teaching in which historical narratives and men of influences are predominants (Bouhon, 2009 ; Moisan, 2011). Furthermore, the textbooks they are using give little importance to ¨ordinary¨ individuals and groups of individuals whose actions were politically effective (Éthier, 2001 ; Lefrançois, Éthier et Demers, 2011). Researches also show that students have the tendancy to explain historical change by attributing to single exceptionnal individuals the responsability for this change (Hallden, 1986 ; Carretero, Jacott, Limon, Lopez-Manjon et Leon, 1994 ; Carretero, Asuncion et Jacott, 1997 ; Tutiaux-Guillon et Fourmond, 1998). This situation brings to light the distorsion existing between the prescriptions of the new history and citizenship education curriculum and the reality of the classroom. While exploring the complex consequences and imbrication of these differents statements, we came upon a sense of insatisfaction towards the concepts and notions that exist in didactic of history. In consequences, this thesis will transfer from sociology and anthropology to our field the notion of ¨relation to knowledge¨ (rapport à l’histoire). The theoretical model that is proposed has been obtained by applying Martineau, Simard and Gauthier (2001) and Van der Maren’s (1996) method of theoretical research.

Cette thèse, écrite par un praticien qui a l'expérience de l'enseignement avec les élèves autistes, s'inscrit en sciences de l'éducation dans une approche clinique d'orientation psychanalytique. Elle interroge l'expérience des enseignants spécialisés travaillant auprès d'élèves avec des troubles autistiques. L'enjeu pour ces enseignants est de créer un espace psychique et des liens permettant la transmission et l'apprentissage de savoirs. Des transformations accompagnent la posture professionnelle qu'ils ont à construire avec ce public spécifique. En effet, ces élèves, entourés par de nombreux professionnels du soin, de l'éducation et de leurs familles, déstabilisent l'enseignant et les connaissances acquises pendant sa formation. Après un retour sur le cheminement du parcours de recherche, ces questions sont problématisées. Quatre entretiens cliniques réalisés auprès d'enseignants travaillant avec des élèves autistes sont analysés. Des concepts venus des sciences de l'éducation, comme celui de soi-professionnel, et de la psychanalyse, avec certains apports de Donald Woods Winnicott, Wilfred Ruprecht Bion ou Jacques Lacan, sont mis au travail pour explorer les sens possibles de l'expérience rapportée. Certains résultats se dégagent : les enseignants mobilisent des ressources psychiques variées, présentes et passées, personnelles et professionnelles, pour pouvoir entrer en contact avec ces élèves et soutenir un lien d'enseignement inédit. Il apparaît que cet enseignement s'appuie sur les bases fondatrices d'une relation, constituées par la création d'un « espace transitionnel et potentiel » (Winnicott), pour que des liens et des apprentissages se mettent en place. / The author is both a teacher with a vast experience in teaching autistic pupils, and a student of Paris Descartes University in Science of Education, with on a clinical and psychoanalytical approach. The thesis questions the experience of special educational needs (SEN) teachers, specialised in the teaching of pupils with autism. The challenge is to create a psychologically healthy and supportive place as well as bonds conducive to the transfer and acquisition of knowledge. Changes must be done in the professional attitude teachers must adopt. Indeed, their pupils, cared for by numerous healthcare professionals, teachers, as well as their own families are bound to shake the teachers confidence in themselves and in what they have learnt in their professional training. The research trajectory is first analysed, then the questions raised above are presented as problematics. Four clinical interviews carried out by teachers, all working with autistic pupils are analysed. Science of Education concepts such as the self-professional, and psychoanalysis, as well as the works of Donald Woods Winnicott, Wilfred Ruprecht Bion or Jacques Lacan, are used to explore the possible meanings of the reported experience. Some results emerge: teachers conjure up varied psychological resources, present or past, personal or professional, to make contact with their pupils and maintain this unique teaching bond. Their teaching appears to rely on the bases of a relationship created by a transitional and potential space (Winnicott), so that bonds and learning can be set up.

Made available in DSpace on 2016-07-27T13:53:55Z (GMT). No. of bitstreams: 1 ADRIANA MARTINS PARREIRA.pdf: 683773 bytes, checksum: 26d350fbdecaa8988deaa5ccbb89a6e3 (MD5) Previous issue date: 2007-09-26 / This dissertation discusses the inclusion of special educational needs students in higher education, aiming at understanding how their learning process occurs at this level of education. It focuses on the social role of University in face of the movement for inclusive education, having UCG (Catholic University of Goiás) as the field of research and the students with special educational needs, enrolled in this university, as the subjects of investigation. This reflection is based upon he analyses of Sacristán (1993) about academical apprenticeship and its role in social mediation; upon the analyses of Coelho (1999) regarding the organization, didactic structure and commitment of both professors and students in building a University project and, finally, upon the proposals of Chauí (2001) over the democratic and social character of University. With the purpose of understanding the learning process of special educational needs students, the following items were considered in the Inclusive Education proposal: the studies of Charlot (2000), regarding the relations with knowledge, and Freire (1980) over consciousness and autonomy. For this study, qualitative research has been chosen as the methodology approach, with the use of two procedures for data collection: bibliography research and field research, through interview and observation. The data were interpreted based upon content analysis, using Learning and Inclusive Education as analysis categories, with the purpose of evidencing how these students perceive inclusion, how they see themselves in the learning process, the difficulties they faced and, finally, how they learn. / Esta dissertação discute a inclusão do aluno com necessidades educacionais especiais no ensino superior, buscando entender como ocorre seu processo de aprendizagem neste nível de ensino. Focaliza o papel social da Universidade frente ao movimento pela Educação Inclusiva, tendo a UCG como campo e os alunos com necessidades educacionais especiais, nela matriculados, como sujeitos da investigação. Essa reflexão fundamenta-se nas análises de Sacristán (1993) sobre a aprendizagem acadêmica e seu papel de mediação social; nas análises de Coêlho (1999) referentes à organização, estrutura didática e comprometimento de professores e alunos na construção de um projeto de Universidade e nas propostas de Chauí (2001) do caráter social e democrático da Universidade. Para compreensão do processo de aprendizagem dos alunos com necessidades educacionais especiais, na proposta da Educação Inclusiva foram considerados os estudos de Charlot (2000) das relações com o saber e Freire (1980) sobre conscientização e autonomia. Para este estudo optou-se pela pesquisa qualitativa como abordagem metodológica, sendo utilizados dois procedimentos para a coleta de dados: a pesquisa bibliográfica e a pesquisa de campo, por meio de entrevista e observação. Os dados foram interpretados com base na análise de conteúdo, sendo utilizadas como categorias de análise: Aprendizagem e Educação Inclusiva, buscando evidenciar como os alunos percebem a inclusão, como se vêem no processo de aprendizagem, as dificuldades enfrentadas por eles, e, finalmente, como os alunos aprendem.

L’objectif de cette thèse est d’analyser l’influence du sens de l’expérience scolaire et du rapport à l’apprendre sur le sens que les collégiens qui entrent en DIMA accordent à leur orientation. Le sens de l’orientation est étudié à partir du modèle de la socialisation active de Malrieu (2003). La population est composée de 416 collégiens de la région Midi-Pyrénées dont 217 ont été orientés en DIMA et 199 sont scolarisés en classe de 3ème Préparatoire aux Formations Professionnelles (3ème PFP). Tous ont répondu à un questionnaire informatisé dans le cadre d’une passation collective en classe. Une première analyse descriptive, comparative entre les deux groupes d’élèves permet d’étudier les spécificités de la trajectoire et des caractéristiques psychosociales de la population des élèves de DIMA. Une seconde analyse multi variée réalisée uniquement sur les réponses au questionnaire des élèves de DIMA, révèle trois profils d’élèves développant des formes de rapport à l’orientation hétérogènes. Six collégiens représentatifs ont été sélectionnés pour une étude approfondie, par entretiens semi-directifs de recherche. Les résultats montrent que les élèves scolarisés en DIMA, majoritairement issus des milieux populaires, présentent une trajectoire scolaire spécifique marquée par des difficultés précoces dans les apprentissages. Ce sont des collégiens qui ont développé un rapport à l’école souvent à l’opposé des demandes et attentes institutionnelles. Les collégiens ont construit une représentation positive du DIMA et cette orientation suscite une forte adhésion. Si l’engagement vers le préapprentissage s’articule autour du souhait de rupture avec un passé scolaire aliénant, il s’inscrit également dans le désir d’apprendre autrement. Nos résultats montrent l’influence fondamentale de la socialisation familiale et scolaire dans les remaniements du rapport au savoir qui contribuent à donner du sens à cette orientation. Cette dernière apparaît comme une fonction subjective permettant à l’adolescent de palier les antagonismes et les différents conflits construits au cœur des espaces de socialisation. Le DIMA permet à une grande majorité de jeunes de renouer avec une image de soi ouvrant l’espace des possibles et contribuant au « projet de soi ». L’orientation vers le DIMA représente un point d’ancrage entre espace social et sujet étayant le processus de personnalisation de l’adolescent. / The objective of this thesis is to analyse the influence of the meaning attributed to school experience and to the relation to learning on the meaning that the secondary school students who enter a work-based learning program (DIMA) place on their orientation. Orientation meaning is studied after the active socialization model of Philippe Malrieu (2003). The population consists of 416 middle school students from the Region Midi-Pyrénées which 217 were referred to DIMA and 199 were schooled in a Preparatory to Professional Training 9th Grade (G9 PFP). All answered a computerized questionnaire during a collective assessment within classroom. A first descriptive analysis, comparing both groups of students, allowed us to study the trajectory and psychosocial characterizations specificities of the DIMA students. A second multivariate analysis based on the DIMA students’ responses only, revealed three types of students with heterogeneous relations to orientation. Six representative students were selected for further study, based on semi-directive interviews. The results show that DIMA students, who mostly come from the working classes, have a specific academic trajectory marked by early difficulties in learning. They are middle-school students that have developed a relation to school in opposition with institutional demands and expectations. They have built a positive representation of DIMA and this orientation generates strong adhesion and a high satisfaction rate. If the commitment to pre-apprenticeship revolves around the wish to break with school alienating past, it is also in the desire to learn differently. Our results show the fundamental influence of family socialization and school acculturation processes in the modulations of relation to knowledge that help make sense of this orientation. This orientation appears as a subjective function allowing the adolescent to overcome the antagonisms and the various conflicts built at the heart of social spaces. DIMA enables a large majority of teenagers to reconnect with a coherent self-image, broadening the space of possibilities and contributing to a “self-project”. The orientation to DIMA represents an anchor between social space and the subject, supporting the personalization process of the adolescent.

Submitted by Jean Medeiros (jeanletras@uepb.edu.br) on 2016-05-12T14:21:23Z No. of bitstreams: 1 PDF - Edvanilson Santos de Oliveira.pdf: 3909149 bytes, checksum: a0062756c15dd26b2f383e858a5cd279 (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2016-07-21T20:45:31Z (GMT) No. of bitstreams: 1 PDF - Edvanilson Santos de Oliveira.pdf: 3909149 bytes, checksum: a0062756c15dd26b2f383e858a5cd279 (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2016-07-21T20:45:42Z (GMT) No. of bitstreams: 1 PDF - Edvanilson Santos de Oliveira.pdf: 3909149 bytes, checksum: a0062756c15dd26b2f383e858a5cd279 (MD5) / Made available in DSpace on 2016-07-21T20:45:42Z (GMT). No. of bitstreams: 1 PDF - Edvanilson Santos de Oliveira.pdf: 3909149 bytes, checksum: a0062756c15dd26b2f383e858a5cd279 (MD5) Previous issue date: 2015-12-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Our research work aimed to investigate the use of Robotics in Mathematics Education as technology capable of contributing in the development of the proportional reasoning achieved by students in Elementary Years, revealing itself as a new field that traces the national panorama. Besides new technologies being implanted in schools, Robotics is a pedagogic instrument still little broadcasted in Brazil, especially in the northeast region. The experiences and investigations involving Educational Robotics in the teaching of Mathematics are scarce. Our research work involved the first years of Robotics introduction in the Mathematics Education in a public school located in Campina Grande, Paraiba. For such we elaborated a theoretical contribution based on Educational Robotics (ER), characteristics and conceptual aspects of proportional reasoning, and the Theory of Relation with Knowledge. With this, we presented a didactic proposal developed from a collaborative work with teachers and Mathematics undergraduate students who made part of a bigger project, OBEDUC/CAPES in UFMS, UEPB and UFFAL institutions. The field work was performed with 8th grade students of elementary years. For our investigation we explored the way students relate themselves with the ER activities that explores the development of proportional reasoning, considering identity, epistemic and social dimensions; and in which way these relations can mobilize the potential of learning. We analyzed the students register, our subjects, through questionnaires, essays, videos, audios and resolution activities with robots. We also observed and interviewed them. From our research results we can assert that Educational Robotics, when worked with an adequate didactic proposal, can promote the development of proportional reasoning in a broader way, providing meaningful changes in the classroom. / Nossa pesquisa teve como objetivo investigar o uso da Robótica no âmbito da Educação Matemática como tecnologia capaz de contribuir no desenvolvimento do raciocínio proporcional por alunos do Ensino Fundamental, revelando-se como novo campo que delineia o panorama nacional. Apesar da inserção de novas tecnologias na escola, a Robótica constitui- se de um instrumento pedagógico ainda pouco difundido no Brasil, em especial na região nordeste. Escassas são as experiências e investigações envolvendo Robótica Educacional no ensino da Matemática. Nossa pesquisa envolveu-se nos primeiros anos de introdução da Robótica no contexto da Educação Matemática em uma escola pública localizada na cidade de Campina Grande, Paraíba. Para tanto, elaboramos como aporte teórico Robótica Educacional (RE), características e aspectos conceituais do raciocínio proporcional e a Teoria da Relação com Saber. Neste caminhar, apresentamos uma proposta didática desenvolvida a partir de um trabalho colaborativo com professores e alunos de graduação em Matemática, participes de um projeto maior, em rede, OBEDUC/CAPES, entre as instituições UFMS, UEPB e UFAL. A pesquisa de campo foi realizada com alunos do 8º ano do Ensino Fundamental. Para nossa investigação exploramos como se dá a relação de alunos do 8º ano do Ensino Fundamental com a RE em atividades que buscam explorar o desenvolvimento do raciocínio proporcional, considerando as dimensões identitária, epistêmica e social; e de que maneira estas relações podem mobilizar o potencial de aprendizagem. Analisamos o registro dos alunos, nossos sujeitos, a partir de questionários, redação, vídeos, áudios e resolução de atividades com robôs, além de os observarmos e entrevistarmos. A partir dos resultados de nossa pesquisa, podemos afirmar que a Robótica Educacional, aliada a uma proposta didática adequada, pode vir a promover o desenvolvimento do raciocínio proporcional de forma ampla, propiciando mudanças significativas na sala de aula.

Cette recherche explore les conditions d’émergence et d’exercice de la réussite scolaire chez des jeunes relevant de la Protection de l’enfance, au travers d’une approche conjuguant positionnement et dynamique sociaux et relationnels et mobilisation individuelle. Elle a été réalisée, à partir de 2009, sur deux circonscriptions d’action sociale du département de l’Ain et alimentée par deux phases de travail de terrain. La première, quantitative, a été réalisée par questionnaire auprès des adultes (accueillants, travailleurs sociaux référents, enseignants) en charge des 229 jeunes confiés de ces deux zones et a consisté en un recueil de données relatif à leur parcours de placement, leur scolarité, leurs spécificités, leurs liens avec leur famille d’origine. La seconde, qualitative, a pris la forme d’entretiens auprès de ceux que l’exploitation des questionnaires avait permis d’identifier comme étant en réussite scolaire (N=83). Ont ainsi été recueillis 39 entretiens d’adolescents, auxquels ont été adjoints 7 apports d’adultes, « ex-enfants de la Ddass ». Le contenu de ces entretiens a été traité par la méthode Chartier (codage des unités d’informations), complétée d’un travail littéral approfondi autour des stratégies mises en œuvre. Les résultats des analyses quantitatives confirment les soubassements traditionnels de l’adaptation scolaire et, en particulier, l’impact socio-culturel du milieu familial. Ils mettent, de plus, en évidence les ressources que ces jeunes déploient spécifiquement, dans leur parcours inattendu, ainsi que les ancrages et étayages qu’ils expérimentent. Les entretiens permettent d’affiner ces deux atouts. Apparaissent ainsi particulièrement discriminants au regard de la réussite scolaire la personnalité du jeune, marquée par une profonde détermination, une grande maturité, une aptitude à positiver son vécu et à envisager l’avenir avec confiance, le rôle de relations de proximité, entretenues avec un certain nombre de personnes marquantes, la capacité à se distancier d’événements ou de personnes susceptibles d’entraver la progression. Ces traits dessinent des processus et des expériences de résilience, où les fragilités ne sont pas absentes - leurs motivations sont diverses, leurs résultats ne sont pas tous excellents, leur passé ressurgit régulièrement - mais où l’école et le savoir apparaissent comme espaces de perspectives et comme médiateurs à l’expression et à la réalisation de leur reconstruction. / This research explores the emerging conditions and the successful scholastic results of those covered by the Protection for Children, through an approach grouping social and relational position and dynamics, and individual mobilisation. It took place in two sectors of the social action in the Ain department and concerned two phases of field work. The first one, quantitative, was achieved with a questionnaire for adults (the welcoming committee, social workers and teachers) in charge of the 229 youths in these 2 zones and consisted of a recording of facts relevant to their experience of placement, scholarity, specifications and their possible links or ties with their birth family. The second one, qualitative, resulted from meetings with those who appeared to be in academic achievement through the questionnaires (N=83). Thus, we were able to record interviews with 39 adolescents combined with those of 7 adults, themselves "ex-children of the Ddass". The contents of these meetings were analysed using the Chartier Method (a code of information units), in addition to an extensive amount of literal work about the used strategies. The results of the quantitative analysis confirm the traditional foundations of scholastic adaptation and, in particular, the socio-cultural impact of the family. In addition, it brings out the resources which the adolescents specifically use in their unexpected course as well as the anchorages and supports they may experience. These meetings allow us to define both these opportunities. Moreover, this shows in a particularly specific way the personality of the adolescent with successful scholastic results, shown by a strong determination, an increased maturity, an aptitude for positive thinking about his/her life, with a confident outlook to the future, the role of the close environment, looked after by a certain number of influential figures and the ability to distant himself/herself from events or people likely to hinder his/her progress. These specific features shape and form processes and experiences of resilience, where certain weaknesses are present - their motivations are varied, not all results are excellent as their past regularly reappears in their lives - but which above all bring into play learning and knowledge as sources of perspectives and as mediators to express and realise their reconstruction.

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.

La thèse porte sur un après-coup singulier au cours duquel quatre enseignants évoquent l’itinéraire qu’ils ont suivi pour développer des activités technologiques à l’école élémentaire. Ces activités sont décrites à la fois par le discours prescriptif des programmes, par les références sociotechniques de référence (J.L. Martinand 1982) mais aussi par les enseignants eux-mêmes. Leur mise en place est marquée par des questions de conception préalable d’objets porteurs de solutions techniques appropriées à un projet de fabrication. C’est dans le contexte théorique de l’approche clinique du rapport au savoir que je m’attache à comprendre une de ses modalités qui est le rapport au savoir technologique. C’est ce rapport singulier, lié à l’économie de la polyvalence des maîtres du premier degré, mais aussi du cadre sociétal où se déploient les techniques, que j’ai choisi d’explorer au travers d’entretiens cliniques. En choisissant une perspective clinique qui privilégie les phénomènes inconscients, je m’efforce d’étudier les mouvements d’intériorisation, d’identification et de distance à l’objet technologique d’enseignement. La mise en place de ces activités, constitue selon moi, un évènement professionnel qui mobilise les ressources créatrices de l’enseignant, mais éclaire dans le même temps des éléments psychiques déposés en lui au cours de son histoire et restés en suspens ou énigmatiques. Ce processus décrit ici pourrait permettre, pour peu qu’il soit élaboré, de renforcer le soi professionnel et les capacités de changement individuel ou collectif. / The present thesis aims at presenting a unique approach where four teachers evoke the itinerary they have followed to develop technological activities in primary schools. These activities are described by the description of the programs, by social-technical references (J.L. Martinand 1982) but also by the teachers themselves. Their setting up is linked to preliminary questions of conception and also to the research of technical solutions. My aim is to understand one of the modalities of the clinical approach of the relation to the knowledge, that is to say, the relation to the technological knowledge. By clinical interviews I chose to discover this single relation which is linked to the economy of the flexibility of primary school teachers, but also to the social law where these techniques are displayed. By choosing a clinical view that favours unconscious phenomena, I am trying to study the motion of expression, identification, and the distance to the technological object of teaching. In my opinion, the presentation of these activities, like others, constitutes a professional event that mobilizes the creative resources of the teacher, but also enlightens the psychic elements in him that remained in suspense or enigmatic. This process described here could be, if it is developed, renforce the professional identity and the abilities of individual or collective change.

Made available in DSpace on 2016-06-02T19:39:11Z (GMT). No. of bitstreams: 1 420.pdf: 768938 bytes, checksum: c03746e280d4708f2b581bf425d28165 (MD5) Previous issue date: 2004-04-28 / Financiadora de Estudos e Projetos / This work aimed to investigate what vision children in the first grades in urban suburban public school have about the school situation . The goals of this work were: to discover how children describe, analize and qualify the types of learning they acquire at school, to realize what types of relationship they develop with the institution; to verify if there is any relation between content which is taught at school and their lives. The literature chosen for the data analysis intended to discuss some important concepts about this issue, such as: the democratization of public learning, the individuals in the school universe, their relation to knowledge, the dialogistical relation in the classroom, among other. The research was conducted by means of semi-structed interviews with four boys and two girls that attended the same school, but had diversed school performance. The interviews occurred in two different moments: at first, when all of them attended the fourth grade in Brazilian elementary school (2001) and, later, when four of them attended the fifth grade and two remained in the previous grade, after having failed the exams (2002). Data have shown that the perception those boys and girls have about the function of school involves both the socialization that the institution promotes (social intimacy and insertion) and its role as a formative agent (in content and citizenship formal/instrumental). As for their effective learning, data have shown that those children have learned the socialization content, but not all of them have had access to the formal/instrumental content: after having failed the exams for several times, once more the two oldest boys finished the fourth grade in Brazilian elementary school without being able to read and write, and they resented that. Listening to boys and girls and with them stablishing an open dialog about school and learning has proved to be an absolute need in the construction of a more democratic and democratizing school. / Este estudo buscou investigar qual a visão que as crianças das séries iniciais da escola pública de periferia urbana têm sobre a situação escolar . Os objetivos do trabalho foram: descobrir como a criança descreve, analisa e qualifica as aprendizagens que adquire na escola; conhecer quais os tipos de relação elas desenvolvem com a instituição; verificar se há relação entre os conteúdos ensinados na escola e sua vida. A literatura escolhida para a análise dos dados teve como intuito discutir alguns conceitos importantes sobre esta temática, tais como: a democratização do ensino público, os sujeitos no universo da escola, a relação com o saber, a relação dialógica em sala de aula, dentre outros. A pesquisa foi desenvolvida por meio de entrevistas semiestruturadas, realizadas com quatro meninos e duas meninas de uma mesma escola da rede municipal de ensino de São Carlos - SP, mas que tinham rendimento escolar diversificado. Ocorreram em dois momentos diferentes: primeiro quando todos e todas estavam na quarta série (em 2001) e depois quando quatro dele/as já estavam na 5ª série e dois permaneciam na 4ª série por terem sido reprovados (em 2002). Os dados mostraram que a percepção que as meninas e os meninos têm a respeito da função da escola envolve tanto a socialização que a instituição realiza (convívio e inserção), quanto o seu papel de agente formador (em conteúdos e cidadania formal/instrumental). Quanto à sua aprendizagem efetiva, indicam ter aprendido os conteúdos da socialização, mas nem todos tiveram acesso aos conteúdos formais/instrumentais: com múltiplas reprovações, os dois meninos mais velhos, mais uma vez, terminavam a quarta série sem saber ler e escrever e se ressentiam disso. Escutar meninos e meninas e com eles e elas estabelecer um diálogo aberto sobre a escola e sobre a aprendizagem mostrou-se como necessidade absoluta na construção de uma escola mais democrática e mais democratizante.

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