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...
Na minha lista:
Autor principal: | |
---|---|
Outros Autores: | |
Formato: | Dissertação |
Idioma: | pt_BR |
Publicado em: |
Universidade Federal do Rio Grande do Norte
|
Assuntos: | |
Endereço do item: | https://repositorio.ufrn.br/handle/123456789/53039 |
Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
id |
ri-123456789-53039 |
---|---|
record_format |
dspace |
institution |
Repositório Institucional |
collection |
RI - UFRN |
language |
pt_BR |
topic |
Educação de Jovens e Adultos Alfabetização Dificuldades docentes - estratégias de superação CNPQ::CIENCIAS HUMANAS::EDUCACAO |
spellingShingle |
Educação de Jovens e Adultos Alfabetização Dificuldades docentes - estratégias de superação CNPQ::CIENCIAS HUMANAS::EDUCACAO Fernandes, Ambrosiana da Silva Alfabetizar letrando na EJA: das dificuldades docentes à busca de superação |
description |
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. |
author2 |
Campelo, Maria Estela Costa Holanda |
author_facet |
Campelo, Maria Estela Costa Holanda Fernandes, Ambrosiana da Silva |
format |
masterThesis |
author |
Fernandes, Ambrosiana da Silva |
author_sort |
Fernandes, Ambrosiana da Silva |
title |
Alfabetizar letrando na EJA: das dificuldades docentes à busca de superação |
title_short |
Alfabetizar letrando na EJA: das dificuldades docentes à busca de superação |
title_full |
Alfabetizar letrando na EJA: das dificuldades docentes à busca de superação |
title_fullStr |
Alfabetizar letrando na EJA: das dificuldades docentes à busca de superação |
title_full_unstemmed |
Alfabetizar letrando na EJA: das dificuldades docentes à busca de superação |
title_sort |
alfabetizar letrando na eja: das dificuldades docentes à busca de superação |
publisher |
Universidade Federal do Rio Grande do Norte |
publishDate |
2023 |
url |
https://repositorio.ufrn.br/handle/123456789/53039 |
work_keys_str_mv |
AT fernandesambrosianadasilva alfabetizarletrandonaejadasdificuldadesdocentesabuscadesuperacao |
_version_ |
1773967535183495168 |
spelling |
ri-123456789-530392023-07-04T23:50:45Z Alfabetizar letrando na EJA: das dificuldades docentes à busca de superação Fernandes, Ambrosiana da Silva Campelo, Maria Estela Costa Holanda http://lattes.cnpq.br/5384565228693273 http://lattes.cnpq.br/2527223181575594 Ferreira, Adir Luiz https://orcid.org/0000-0002-6102-9769 http://lattes.cnpq.br/0341824719316863 Ramalho, Betania Leite http://lattes.cnpq.br/1326690619078211 Soares, Julio Ribeiro Costa, Maria Antônia Teixeira da Educação de Jovens e Adultos Alfabetização Dificuldades docentes - estratégias de superação CNPQ::CIENCIAS HUMANAS::EDUCACAO 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. No âmbito da temática ‘formação do professor alfabetizador da educação de jovens e adultos’, nosso trabalho, investigou, sob a perspectiva de professoras da EJA, dificuldades docentes por elas encontradas e estratégias de superação utilizadas na prática pedagógica de alfabetizar letrando jovens e adultos. O trabalho se inscreve na abordagem qualitativa de pesquisa e utiliza como procedimentos de construção dos dados o questionário, a entrevista semiestruturada, a análise documental e a observação. O campo empírico foi uma escola pública municipal da cidade de Natal/RN, e os sujeitos quatro professoras das turmas de alfabetização de jovens e adultos. Da análise dos dados, fundamentada em princípios da Análise de Conteúdo, emergiu a temática Docência na Alfabetização-Letramento de Jovens e Adultos, com três categorias - Dificuldades Docentes; Razões Explicativas das Dificuldades; Estratégias de Superação das Dificuldades Docentes, com as respectivas subcategorias. As Dificuldades Docentes relativas ao professor se configuram em: Lacunas/Equívocos da própria formação docente; (In)Conciliação de Variáveis: funcionamento e organização curricular inflexíveis X possibilidades sazonais de trabalho dos alunos; Gestão da heterogeneidade das turmas; Exaustão motivada por pesadas jornadas de trabalho docente e doméstico. As Dificuldades referentes aos alunos são: evidências de muito cansaço pela labuta diária que se prolonga no turno das aulas; (In)Conciliação de Variáveis: jornada extraescolar instável X frequência escolar; Inassiduidade; Baixa autoestima; Medo de errar/de se arriscar; Ansiedade para aprender muito, em pouco tempo; Retrocessos (recuos, acanhamentos), em decorrência de avanços dos colegas; Descrença na própria conquista de autonomia na alfabetização/letramento. Na busca de superar as dificuldades docentes da prática pedagógica, 15 (quinze) Estratégias foram elencadas, a partir da experiência das professoras. Observamos que sobre um único tema as professoras organizam suas narrativas, indicando que a temática da docência é o objeto central de suas reflexões. Todavia, há evidências de que estão mais voltadas para dificuldades gerais, inerentes à própria organização das condições de trabalho docente na EJA e às condições materiais de existência de docentes e discentes. Não apresentam, de forma mais explícita, dificuldades no tocante à prática específica para alfabetizar letrando jovens e adultos, levando a pressupor que não as sentem. O exame mais acurado de suas falas, no entanto, vai mostrando facetas desta categoria, ainda que diluída entre aspectos gerais do cotidiano existencial de alunos e professoras, fato este que atribuímos à gravidade dos problemas estruturais por eles vivenciados no cotidiano extraescolar, com profundas repercussões no cotidiano escolar e na docência. Destacando a importância deste trabalho para a nossa formação profissional, registramos que os achados de nossa pesquisa ratificam a nossa compreensão de que a estrutura, a organização e o funcionamento da escola ideal que temos, com horários rígidos e organização curricular (in)flexível para um público (ir)real da Educação de Jovens e Adultos – precisam ser urgentemente repensados. 2023-07-04T23:50:13Z 2023-07-04T23:50:13Z 2016-07-29 masterThesis FERNANDES, Ambrosiana da Silva. Alfabetizar letrando na EJA: das dificuldades docentes à busca de superação. Orientador: Maria Estela Costa Holanda Campelo. 2016. 136f. Dissertação (Mestrado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2016. https://repositorio.ufrn.br/handle/123456789/53039 pt_BR Acesso Aberto application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO |