A experiência de ser professor da eja: sentidos e significados

• Ano de defesa: 2009
• Autor(a) principal: Cortada, Silvana de Oliveira
• Orientador(a): Dias, Elaine Teresinha Dal Mas
• Banca de defesa: Lorieri, Marcos Antonio , Roggero, Rosemary , Almeida, Cleide Rita Silvério de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Educação de Jovens e Adultos; Educação Subjetividade; Educação Complexidade
• Palavras-chave em Inglês: Youth and Adult Education; Education Subjetivity; Education Complexity
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/tede/handle/tede/391

EJA is a branch of basic education marked by the heterogeneity of its contexts and actors. Such diversity prompts the eagerness to bring to light if the teacher-subject working in that branch has singular features that may differentiate him from other types of professoriate. Consequently, it is necessary to study subjectivity in the teacher s speeches mainly by applying the concept of subject from the Theory of Complexity by Edgar Morin. The present dissertation investigates the influences of such singularities on the orientation of educative action and how the teacher-subject organizes himself and expresses himself in interpersonal relations. This work also outlines the territory where Youth and Adult Education is put into effect and presents the key protagonists within such Education. The methodology adopted presents a qualitative research on the analysis of testimonies from teachers working at different educational institutions and on the strides made in developing educational procedures, giving consideration to its obstacles and advances. It starts with the guiding question what is the EJA teacher? , which helps to understand how he perceives himself and the other in socio-educative activities and helps to verify how the teacher understands and directs his pedagogic work in the classroom while trying to address the pedagogic needs of his students and how efficient such an approach is or how much his teaching skills improve. The study comes to the conclusion that giving voice to the teacher fosters the expression of feelings and emotions, of certainties and uncertainties, of values and beliefs, of limitations and skills, joy and afflictions, preferences and indifference, as well as the understanding of the particular manner each teacher has to direct his educative action, thereby revealing the orientation and meaning of his experience in EJA. The dissertation infers that solidarity, altruism and affection are common identifying features of those teachers, subjects abstracted from their life histories, with objective truths interiorized as subjective reality.