O currículo e as práticas pedagógicas na EJA: concepções e crenças dos professores da escola municipal Francisca Leonísia Cruz
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 Leonísia, located in the Agrarian Reform...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | Dissertação |
| Idioma: | por |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/14512 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: | 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 Leonísia, located in
the Agrarian Reform Settlement Serra Nova, city of Florânia/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 |
|---|