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Previous issue date: 2011-08-02 / The present thesis, entitled Knowledge for teaching: reflecting over the Youth and
Adult Education, mainly considered common aspects concerning teachers
knowledge and youth and adult education. It aimed to analyze, in partnership with its
participants, the knowledge which is requested for teaching youth and adults. It
focused on the following question: What teaching knowledge is necessary for the
professionals who work during the first grades of elementary school with the youth
and adults? The research took place in a school named Escola Municipal S?o Lucas,
located in the city of Vit?ria da Conquista, state of Bahia, having as reference the
discourses of four participants involved in the experience of research-formation. The
collaborative approach, based on qualitative principles, was the adopted theoricalmethodological
way, considering four actions: describing, informing, confronting and
reconstructing. Collective interviews, study and reflection sessions, literacy practice
observations, documental analysis and notes regarding field work were procedures
adopted throughout the research. In order to analyze and organize data, we were
supported by the discourse analysis, by Bakhtin (1997), specifically about the
discussions around the ideas of theme and signification, which are concepts related
to processual and dialectical analysis. The results and conclusions of the research
make it possible to affirm that pedagogical practices, professional experiences,
dialogues with other individuals and knowledge acquired at the university and at
other learning environments are the participants main knowledge sources. When it
comes to the local educational politics, it is observed contradiction between the
participants desires regarding the school pedagogical routines and the proposals of
the local government in relation to education. From our point of view, the knowledge
identified and analyzed in this thesis demands the development of a diligent,
technical, scientific and politically planned formative process (initial and continued),
which requires fundamental public investments to recreate the educational politics
and, consequently, the pedagogical experiences within the schools, contributing to
the Youth and Adult Education professionalization process / Nesta tese, intitulada Saberes para a doc?ncia: refletindo sobre a Educa??o de
Jovens e Adultos , s?o privilegiados aspectos que se entrecruzam sobre os saberes
docentes e a Educa??o de Jovens e Adultos. Teve-se como objetivo central analisar,
com os part?cipes envolvidos, os saberes necess?rios para a doc?ncia na Educa??o
de Jovens e Adultos. A preocupa??o centrou-se na seguinte quest?o: que saberes
para a doc?ncia s?o necess?rios para o profissional atuar nos anos iniciais do
ensino fundamental com jovens e adultos? A pesquisa foi desenvolvida na Escola
Municipal S?o Lucas, localizada na cidade de Vit?ria da Conquista/Bahia, tomando
como refer?ncia os discursos de quatro part?cipes envolvidos na experi?ncia de
pesquisa-forma??o. A abordagem colaborativa, de natureza qualitativa, foi o
caminho te?rico-metodol?gico adotado, considerando quatro a??es: descrever,
informar, confrontar e reconstruir. Foram realizados, ao longo da pesquisa,
entrevista coletiva, sess?es de estudo, sess?es reflexivas, observa??es da pr?tica
alfabetizadora, an?lise documental e registro escrito de notas de campo. Para
an?lise e sistematiza??o dos dados, tomou-se como refer?ncia os pressupostos da
an?lise do discurso, baseando-se em estudos de Bakhtin (1997), especificamente
sobre as discuss?es em torno das ideias de tema e de significa??o, conceitos estes
articulados a uma an?lise processual e dial?tica. Os resultados e conclus?es da
pesquisa permitem afirmar que a pr?tica pedag?gica, as experi?ncias profissionais,
o di?logo com outros sujeitos, os conhecimentos adquiridos na universidade e em
outros espa?os formativos s?o as principais fontes de saberes dos part?cipes. Estas
se entrecruzam com outros conceitos, como o de doc?ncia e o de alfabetiza??o. No
?mbito da pol?tica educacional da rede municipal de ensino, s?o observadas
contradi??es entre o que desejam os part?cipes na pr?tica cotidiana da institui??o e o
que prop?e a Secretaria Municipal de Educa??o. Os saberes identificados e
analisados nesta tese exigem, do nosso ponto de vista, o desenvolvimento de um
processo formativo (inicial e continuado) rigoroso, t?cnico-cient?fico e politicamente
planejado, requerendo das inst?ncias formativas o investimento necess?rio para
reelaborar as pol?ticas educacionais e, consequentemente, ressignificar as
experi?ncias pedag?gicas no interior das escolas, contribuindo, desse modo, para o
processo de profissionaliza??o na Educa??o de Jovens e Adultos
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/18319 |
| Date | 02 August 2011 |
| Creators | Santos, Jose Jackson Reis dos |
| Contributors | CPF:20050755404, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4785976J0, Moura, T?nia Maria de Melo, CPF:06158935468, http://lattes.cnpq.br/3447349480081320, Leite, Maria Iza Pinto de Amorim, CPF:07426305520, http://lattes.cnpq.br/2299914576629205, Campelo, Maria Estela Costa Holanda, CPF:83844929487, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794939J7, Barbosa J?nior, Walter Pinheiro, CPF:56728069453, http://lattes.cnpq.br/7532911538772143, Ribeiro, M?rcia Maria Gurgel |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| 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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