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Previous issue date: 2012-06-21 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The present investigation deals with the Curriculum and Pedagogical Practices of Young and
Adults, EJA, and articulates with the conceptions and beliefs of teachers sitting. The empirical
scope of this investigation consisted in the Municipal School Francisca Leon?sia, located in
the Agrarian Reform Settlement Serra Nova, city of Flor?nia/RN. Seeks to analyze the
relationship between the Curriculum and Educational Practices of Young and Adult EJA -
conceptions beliefs of these teachers. This work is based on qualitative research,
interpretative character reflective and makes use of documentary analysis, structured
interviews and reflective sessions as methodological procedures which ensure the
achievement of our goals in research. These procedures allowed us to enter the practice
setting and curriculum for teachers to understand how they think, prepare and practice of adult
education in school curriculum research field. The documentary analysis provided the
rethinking of the curriculum selected references, Political Pedagogical Project and Proposed
Course of EJA, from a critical reading of concepts and conceptions given in these references,
with a view to construction and reconstruction of concepts that reclaim the identity of young
people and adult field, inserted in the Rural Workers Movement landless/MST. As reflective
sessions were constituted in spaces of collective training and allowed the group to selfreflection
e collective reflection about the ideas and beliefs that permeate the curriculum and
guide their practices education in adult education. In these areas of training are also discussed
current problems of adult education, the construction of an educational project of the adult
education field to, warranties of learning and cultural identity of the adult education field and
placed in the context of the MST. Under this view, it is concluded
that the conceptions and beliefs of teachers seated directly relate to the curriculum designed,
developed and practiced in adult education, as well as the educational practices that permeate
the curriculum. This relation is in the midst of adversities of Rural Education, inserted in the
Movement of Landless Rural Workers-MST, and requires the commitment of teachers to the
necessary changes to an education are critical and emancipatory / A presente investiga??o trata do Curr?culo e das Pr?ticas Pedag?gicas da Educa??o de Jovens
e Adultos-EJA, e articula-se com as concep??es e cren?as dos professores assentados. O
campo emp?rico desta investiga??o se constituiu na Escola Municipal Francisca Leon?sia,
localizada no Assentamento de Reforma Agr?ria Serra Nova, munic?pio de Flor?nia/Rn.
Busca-se analisar a rela??o entre o Curr?culo e as Pr?ticas Educativas da Educa??o de Jovens
e Adultos-EJA e as concep??es/cren?as desses professores. Este trabalho fundamenta-se na
pesquisa qualitativa, de car?ter interpretativo/reflexivo e faz uso da an?lise documental,
entrevistas semiestruturadas e sess?es reflexivas enquanto procedimentos metodol?gicos que
asseguraram o alcance dos nossos objetivos na pesquisa. Esses procedimentos nos permitiram
adentrar na pr?tica curricular dos professores assentados e compreender como os mesmos
pensam, elaboram e praticam o curr?culo da EJA na escola campo de pesquisa. A an?lise
documental propiciou o repensar dos referenciais curriculares selecionados, Projeto Pol?tico
Pedag?gico e Proposta Curricular da EJA, a partir de uma leitura cr?tica das conceitua??es e
concep??es inscritas nesses referenciais, com vistas ? constru??o e reconstru??o de conceitos
que resgatem a identidade das pessoas jovens e adultas do campo, inseridas no Movimento
dos Trabalhadores Rurais Sem-Terra/MST. As sess?es reflexivas se constitu?ram em espa?os
de forma??o coletiva e propiciaram ao grupo cooperador a autorreflex?o e a reflex?o coletiva
acerca das concep??es e cren?as que permeiam o curr?culo e orientam as suas pr?ticas
educativas na EJA. Nesses espa?os de forma??o tamb?m s?o discutidos a problem?tica atual,
a constru??o de um projeto educativo do campo para EJA, as garantias de aprendizagem e a
identidade cultural da EJA do campo, inserida no contexto do MST. Sob essa vis?o, concluise
que as concep??es e cren?as dos professores assentados se relacionam diretamente com o
curr?culo pensado, elaborado e praticado na EJA, bem como com as pr?ticas educativas que
permeiam esse curr?culo. Essa rela??o se d? em meio ?s adversidades da Educa??o do Campo,
inserida no Movimento dos Trabalhadores Rurais Sem Terra-MST, e requer o
comprometimento desses professores para as mudan?as necess?rias a uma forma??o escolar
cr?tica e emancipadora
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14512 |
| Date | 21 June 2012 |
| Creators | Silva, Divoene Pereira Cruz |
| Contributors | CPF:01572366842, http://lattes.cnpq.br/6292207464385037, Paiva, Jane, CPF:37486047772, http://lattes.cnpq.br/3049044829510326, Silva, Ros?lia de F?tima e, CPF:32264046449, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794938U8, Azevedo, Alessandro Augusto de, CPF:48164950459, http://lattes.cnpq.br/3521226970305887, Pinheiro, Rosa Aparecida |
| 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/masterThesis |
| 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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