Uma escola e muitos sentidos: um estudo com os sujeitos jovens da EJA na Escola Estadual 15 de Outubro
Work that aims to understand the meanings attributed to school knowledge by young students of the EJA State School 15 October, located in the Natal’s North Zone. Young people were elected as the focus of interest for having a numerical expression increased in groups of adult education EJA, but ab...
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| Formato: | Dissertação |
| Idioma: | por |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/19843 |
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| Resumo: | Work that aims to understand the meanings attributed to school knowledge by young
students of the EJA State School 15 October, located in the Natal’s North Zone. Young people
were elected as the focus of interest for having a numerical expression increased in groups of
adult education EJA, but above all, they demand for new issues and specific to school. For the
research, we used methodologically the Comprehensive Interview organized by Kaufmann
(2013), making use of its own analytical and organization of information, captured through
semi-structured interviews and on-site observation. Whereas the meaning ascribed to it in
relation to the school knowledge conditions the way to experience the school, sought the
theoretical constructions of Bernard Charlot (2000; 2005), the understanding of knowledge as a
relation of the subject with you, with each other and with the world, so we know beyond the
object content. Analytical work incorporates also the contributions of Marc Augé (1994, 1997)
with respect to the understanding of meaning as a social construction. Reflections were also
made in light of Michel de Certeau (2012), in that it allows you to take the students as active
subjects and producers of survival tactics in life and at school. From the speech of students,
seized three units of meaning, namely: the learning considered most important by young
students, which make up a set of ethical and moral values; the school as a guarantee of "a better
future", in which young people seek to ensure a job in adulthood, however, from a "magical
relationship" with knowledge, in that the target of young students is more the certificate
completion of the level of education they attend, which is not necessarily associated with
school learning. The third core seized sense is the school as a place of socialization, that is, a
space where you can meet with friends to talk. There is therefore a relationship with knowledge
that is prestigious for the youth of adult education EJA; there is an objective expectation of
these students about the school; and they do "use" of the institution to "meetings" that are not
necessarily with the curricular knowledge. Consider, therefore, these questions which hold
school sense of reframing, is part of an effort to understand the subject of adult education EJA
and helps to think ways to ensure continuity and their success in the institution. |
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