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Previous issue date: 2012-05-11 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico - CNPq / A necessidade de ver os sujeitos da Educa??o de Jovens e Adultos ? EJA para
al?m de seus fracassos escolares torna-se imprescind?vel para uma
reconfigura??o desta modalidade de ensino. Portanto, o compromisso desta
pesquisa ? adentrar no universo desses sujeitos, dar-lhes voz e, com isso,
compreender a teia de rela??es que se d? entre esses sujeitos e a escola de
uma maneira geral. Entende-se n?o ser poss?vel compreender os significados
atribu?dos pelos sujeitos sem considerar, como elemento primordial, o contexto
social no qual esses significados s?o constru?dos. Para o desenvolvimento
deste estudo foi adotada como metodologia a pesquisa etnogr?fica. Os
procedimentos utilizados para a constru??o dos dados foram observa??o
participante, entrevistas semiestruturadas com grupo focal e entrevistas
semiestruturadas individuais. Para a compreens?o dos dados constru?dos no
campo, foi utilizada a t?cnica da an?lise de conte?do, que atende ?s
expectativas de uma an?lise interpretativa. As observa??es ocorreram
principalmente dentro das salas de aula de uma escola municipal, situada na
cidade do Natal/RN. As entrevistas individuais foram realizadas com uma
amostra de oito alunos, homens e mulheres, com faixa et?ria entre 25 e 60
anos. As entrevistas evidenciaram que para o jovem e para o adulto, a escola ?
muito mais do que o lugar onde se aprendem conte?dos. Eles percebem este
espa?o como propiciador de intera??o social, e como a possibilidade de galgar
novos horizontes profissionais e, dessa forma, alcan?ar uma ascens?o social.
Para os alunos mais velhos, em especial ?s mulheres, esta volta aos bancos
escolares traz embutida no discurso da aprendizagem, o desejo de fazer novos
amigos, de ter momentos de encontros, conversas e descontra??o, enfim, de
esquecer os problemas do dia-a-dia. A observa??o do cotidiano escolar permite
melhor entender a a??o destes sujeitos em rela??o ?s pr?ticas escolares. Por
fim, afirma-se que a busca pela escola n?o se d? apenas para recuperar o
tempo perdido na inf?ncia. Aprender acaba por ser secund?rio. N?o importa se
ficar?o retidos ou ser?o promovidos para o n?vel seguinte, o importante ? estar
na escola. / The necessity of the view of the Youth and Adults Education (EJA) subjects
beyond of their academic failures becomes imperative for a reconfiguration of
this teaching modality. Thus, the compromise of this study is to go into these
subjects? universe, give them a voice and, therefore, understand, in general, the
web of relationships between these subjects and the school. It is understood
that it is not possible to figure out the means attributed by the subjects without
consideration, as an essential element, the social context in which such means
has been built. For the development of this study, the methodology adopted
was the ethnographic research. The procedures used for the data construction
were the participative observation, the semi-structured interviews with a focal
group, and the individualized semi-structured interviews. For the understanding
of the data constructed in the field, the content analysis technique was used,
which reach the expectations of an interpretative analysis. The observation
occurred mainly in the classrooms, on a public school, located in a City of
Natal/RN. The interviews were taken with a sample of eight students, males and
females, with 25 to 60 year-olds. Such interviews highlight that for the young
adult students, the school is much more than a place to learn. They realize such
space as enabler of social interaction, as well as the possibility of rising through
new professional horizons and, therefore achieve a social mobility. For the older
students, mainly among women, the return to the school benches brings into
the learning discourse, the desire of making new friends, having moments of
meeting, chatting and relaxation, finally, to forget the problems of the day by
day. The school quotidian observation allows a better understanding of the
action of the subjects in relationship with the school practices. Finally, it can be
affirmed that seeking for the school has not only the intention to recover the
time lost in the childhood. Learning remains as a secondary goal. It does not
matter whether they will be retained or promoted to the next level at the end of
the academic year, what really matters is to be in school.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/19901 |
| Date | 11 May 2012 |
| Creators | Silva, Daisy Clecia Vasconcelos da |
| Contributors | 00321141415, Alves, Francisca Terezinha de Oliveira, 41390415449, Pereira, Francisco de Assis, 08613451420, http://lattes.cnpq.br/4147987722156261, Rocha Neto, Manoel Pereira da, 56584962415, http://lattes.cnpq.br/8133980836563371, Rocha, Maria Antonia Teixeira da, 27177530444, Pinheiro, Rosa Aparecida, 01572366842, http://lattes.cnpq.br/6292207464385037, Silva, Ros?lia de F?tima e, http://lattes.cnpq.br/2560174506689869, 32264046449, Santiago, Neide Varela |
| 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/doctoralThesis |
| 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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