Alfabetizar letrando na EJA: das dificuldades docentes à busca de superação
Under the theme 'training of literacy teacher of youth and adult education', our work investigated, from the perspective of EJA teachers, teachers difficulties encountered and coping strategies used in teaching practice of literacy youth and adults. The work forms part of the qualitativ...
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| Format: | masterThesis |
| Language: | pt_BR |
| Published: |
Universidade Federal do Rio Grande do Norte
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| Online Access: | https://repositorio.ufrn.br/handle/123456789/53039 |
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| Summary: | Under the theme 'training of literacy teacher of youth and adult education', our work
investigated, from the perspective of EJA teachers, teachers difficulties encountered
and coping strategies used in teaching practice of literacy youth and adults. The work
forms part of the qualitative study and uses as data construction procedures the
questionnaire and semi-structured interview, document analysis and note. The
empirical field was a public school in the city of Natal/RN, and subjects were four
teachers of youth and adult literacy classes. From analysis of data, based on
principles of Content Analysis, emerged the theme Teaching in Literacy for Youth
and Adults, with three categories – Teachers Difficulties; Explanatory Reasons of
Difficulties; Overcoming Difficulties Strategies of Teachers, with their respective subcategories. The Teachers Difficulties relating to professor configured in:
Gaps/Misconceptions’ own teacher training; (In)Reconciliation Variables: operation
and curricular organization inflexible X seasonal possibilities of student work;
Management of the heterogeneity of classes; Exhaustion motivated by heavy
working days of teaching and domestic work. The difficulties relating to students are:
evidence very tired by daily toil extending the turn of the classes; (In)Reconciliation
variables: unstable after school journey X school attendance; Lack of assiduity; Low
self esteem; Fear of making mistakes/to risk themselves; Anxiety to learn a lot in a
short time; Setbacks (retreats, fails), due to advances from colleagues; Disbelief in
the very achievement of autonomy in literacy. In seeking to overcome the difficulties
of teachers teaching practice, 15 (fifteen) strategies were listed, from the experience
of the teachers. We note that on a single subject teachers organize their narratives,
indicating that the issue of teaching is the central object of their reflections. However,
there is evidence that are more focused on general difficulties inherent in the
organization of the working conditions of teachers in youth and adult education and
the material conditions of existence of teachers and students. It is not present, more
explicitly, difficulties with regard to the specific practice for youth and adults literacy,
leading to assume that they not feel it. The closer examination of their speech,
however, will show facets of this category, although diluted between general aspects
of existential daily life of students and teachers, a fact that we attribute to the severity
of the structural problems they experienced in after school daily, with profound
repercussions in everyday school life and teaching. Highlighting the significance of
this to our professional training, we recorded the findings of our research confirm our
understanding of the structure, organization and functioning of the ideal school we
have, with strict schedules and curriculum organization (in)flexible for public (un)real
Youth and Adult Education – urgently need to be rethought. |
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