CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / O presente estudo aspirou conhecer a HistÃria de vida do professor de LÃngua
Portuguesa do Proeja no IFPA atravÃs das experiÃncias e discussÃes
envolvendo a EJA na oralidade docente. O objetivo foi analisar o entendimento
dos professores de LÃngua Portuguesa sobre o Proeja, e sobre o Programa de
LÃngua portuguesa, naquilo que se quer fazer aprender na EducaÃÃo Integrada,
Proeja. A metodologia utilizada foi a pesquisa qualitativa como instrumento de
anÃlise bibliogrÃfica e documental e, a entrevista de depoimentos de histÃria de
vida por se apresentar, a mais adequada para a produÃÃo de narrativas, uma
vez que se constitui em porta de acesso as realidades sociais, pela
(re)construÃÃo do passado. A fundamentaÃÃo teÃrica està baseada nos
estudos de Hadad (2008) Soares (2008) Delgado (2006), Bosi (2009), Minayo
(2008), Poupart (2008), Luckesi (2008) e outros. A pesquisa revelou
variabilidade de entendimento sobre o Proeja e o nÃo atendimento do
Programa de LÃngua Portuguesa aos objetivos propostos. Conclui-se que os
professores atuantes no Programa dÃo conta do fazer docente, mas carecem
de estudos sobre as concepÃÃes, os princÃpios e os objetivos do Proeja. / The present study has been aimed to learn the history of the life of Portuguese
teachers of Proeja at IFPA through experiences and discussions involving EJA
in the teaching orality. The purpose of the study was to analyze the Portuguese
teachersâ understanding concerning PROEJA itself and the Portuguese
Language Program, in the sense of doing and learning in the Integrated
Education, Proeja. The methodology used was qualitative research as
instrument of bibliographical and documental analysis and the interview of the
history of life testimonies for being the most appropriate for the creation of
narratives, considering it as a gateway to the social realities, because of the
reconstruction of the past. The theoretical background is based on the studies
of Hadad (2008) Soares (2008) Delgado (2006), Bosi (2009), Minayo (2008),
Poupart (2008), Luckesi (2008) to name some. The research revealed that the
testimonies showed the knowledge variability and attitudes before the callings
of the educational reflections, even though the teachers have been aware of the
educational process. The research showed the variability in the understanding
of Proeja and the lack of attendance of IFPA Portuguese Program when it
comes to Proeja. The conclusion is that the teachers who teach in the Program
are capable of passing the subject, but they need to study more about the
conceptions, the principles and the objectives of Proeja.
| Identifer | oai:union.ndltd.org:IBICT/oai:www.teses.ufc.br:3287 |
| Date | 29 March 2010 |
| Creators | Josà Raimundo Carvalho |
| Contributors | Jose Gerardo Vasconcelos, Josà RogÃrio Santana, Raimundo Elmo de Paula Vasconcelos JÃnior, Cellina Rodrigues Muniz |
| Publisher | Universidade Federal do CearÃ, Programa de PÃs-GraduaÃÃo em EducaÃÃo, UFC, BR |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da UFC, instname:Universidade Federal do Ceará, instacron:UFC |
| Rights | info:eu-repo/semantics/openAccess |
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