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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.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/19843 |
| Date | 31 March 2015 |
| Creators | Hilario, Luana Sobral |
| Contributors | 48164950459, http://lattes.cnpq.br/3521226970305887, Sampaio, Marisa Narcizo, 87646722715, http://lattes.cnpq.br/6513575623499803, Silva, Rosalia de F?tima e, 32264046449, http://lattes.cnpq.br/2560174506689869, Paula, Rouseane da Silva, 00000000000, http://lattes.cnpq.br/4041714082174829, Azevedo, Alessandro Augusto de |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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