Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-03-15T18:25:30Z No. of bitstreams: 1 2016 - Anilda Carmen da Silva Jardim.pdf: 1682779 bytes, checksum: 39b0de5bbcb52e4df12f01ca2cca6bea (MD5) / Made available in DSpace on 2018-03-15T18:25:30Z (GMT). No. of bitstreams: 1 2016 - Anilda Carmen da Silva Jardim.pdf: 1682779 bytes, checksum: 39b0de5bbcb52e4df12f01ca2cca6bea (MD5) Previous issue date: 2016-10-24 / The Youth and Adult Education (EJA) is a form of Basic Education which has been undergoing significant changes in order to meet the new demands of society especially with regard to the pedagogical practices developed in the school environment. This factor increasingly requires the teachers to acquire new knowledge to consider the context of life of the students, their knowledge and experiences. In addition to this, there is to consider that most of the proposed curriculum of our schools as regards the organization and selection of content even if based on a formalistic approach to the curriculum which is based on the fragmentation of knowledge ignoring the uniqueness the exchange experiences and social and cultural experiences of learners. From this context, this research aims to investigate the perception of teachers and students on the value of prior knowledge of the students of the Youth and Adult Education Program (PROEJA) in teaching practices at the Food Technical Course at the Federal Institute of Education Science and technology of Amap? Macap? IFAP- Campus.. The researchers were 57 students of 4th, 5th and 7th semester and 14 teachers of the Technical Course in Food in PROEJA carried ou at IFAP. We used as data collection instruments the application of questionnaires documentary analysis of the Pedagogical Course Project (PPP), as well as the Institutional Development Plan (IDP) lesson plans and teaching plans in order to observe the prioritized knowledge in the common core curriculum and core technical and identify the knowledge valued in pedagogical practice PROEJA teacher. At the end of this investigation, we came to the understanding that the prior knowledge of students of the Technical Course of Food are considered by some teachers in the classroom but not given due importance. The valued knowledge are: knowledge curriculum; the disciplinary knowledge and the knowledge of teachers, that is, the teacher of scientific knowledge overlaps the daily knowledge of students. / A Educa??o de Jovens e Adultos (EJA) ? uma modalidade da Educa??o B?sica, que vem passando por mudan?as significativas, visando atender ?s novas exig?ncias da sociedade, principalmente com rela??o ?s pr?ticas pedag?gicas desenvolvidas no ambiente escolar, esse fator requer cada vez mais dos professores a aquisi??o de novos saberes que considerem o contexto de vida dos educandos, seus saberes e experi?ncias. Al?m disso, h? de considerar que a maioria das propostas curriculares de nossas escolas, no que se refere ? organiza??o e sele??o de conte?do, ainda se assenta numa abordagem formalista do curr?culo, que se baseia na fragmenta??o do conhecimento, ignorando a singularidade, a troca de experi?ncias e as vivencias sociais e culturais dos educandos. Partindo desse contexto, esta pesquisa se prop?s a investigar a percep??o dos docentes e discentes acerca da valoriza??o dos saberes pr?vios dos estudantes do Programa de Educa??o de Jovens e Adultos (PROEJA) nas pr?ticas docentes, do Curso T?cnico de Alimentos do Instituto Federal de Educa??o, Ci?ncia e tecnologia do Amap? IFAP- Campus Macap?. Os sujeitos da pesquisa foram 57 discentes do 4?, 5? e 7? semestres e 14 docentes do Curso T?cnico em Alimentos, na modalidade PROEJA do IFAP. Utilizamos como instrumentos de coleta de dados, a aplica??o dos question?rios a an?lise documental do Projeto Pedag?gico do Curso (PPP), o Plano de Desenvolvimento Institucional (PDI), os planos de aula e os planos de ensino dos professores, com o intuito de observar os saberes priorizados no curr?culo do n?cleo comum e do n?cleo t?cnico, bem como identificar os saberes valorizados na pr?tica pedag?gica do professor do PROEJA. Ao final desta investiga??o, chegou-se ao entendimento de que os saberes pr?vios dos estudantes do Curso T?cnico de Alimentos s?o considerados por alguns docentes em sala de aula, por?m n?o recebem a import?ncia devida. Os saberes valorizados s?o: o saber curricular; o saber disciplinar e o saber dos docentes, isto ?, o saber cient?fico do professor se sobrep?e aos saberes cotidianos dos discentes.