Alfabetização de Jovens e Adultos: um estudo na cidade de Caicó-RN
This article aims to identify if the methodology used in youth and adult literacy in Caicó-RN schools is based on the method developed by Paulo Freire. It is based, initially, on a bibliographic approach. This will be presented to the characterization of Youth and Adult Education and its historical...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/41838 |
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| Resumo: | This article aims to identify if the methodology used in youth and adult literacy in Caicó-RN schools is based on the method developed by Paulo Freire. It is based, initially, on a bibliographic approach. This will be presented to the characterization of Youth and Adult Education and its historical course in Brazil, from the colonial period to the context of current public policies. In the sequence, the work approaches the method of adult literacy, created by Paulo Freire and its execution in the Circles of Culture. To investigate the methodology used in the EJA, in the schools of Caicó-RN, a field research was adopted as a procedure, through observation in the classrooms and interviews with the literacy teachers. In this study it will be evidenced that throughout the ages the history of the EJA has been marked by lightened public policies and fragmented programs of compensatory and assistencialist character. In the context of this context, in the Popular Culture Movement in Recife, Professor Paulo Freire created a method of adult literacy, based on a problematizing conception of education, which besides teaching adults to read and write, aimed to politicize the students through the awareness of the situation of oppression in which they lived. As for the literacy methodology used in the EJA, in the schools of the city of Caicó-RN, it will be shown that it is predominantly based on a conception of mechanical and infantile literacy, decontextualized from the reality of the students, thus disregarding their previous knowledge. In order to carry out this research, we have dialogues, in addition to other authors, with Brazil (1996), Di Pierro; Joia; Ribeiro (2001), Freire (1979, 1987, 1996, 2001), Gadotti; Romão (2011), Haddad; Di Pierro (2000) and Soares (2002). |
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