Saberes necessários para a docência na educação de jovens e adultos
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 teachi...
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| Formato: | doctoralThesis |
| Idioma: | por |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/18319 |
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| Resumo: | 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 São Lucas,
located in the city of Vitória 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 |
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