Sentidos atribuídos por praticantes da educação de jovens e adultos ao livro didático

• Ano de defesa: 2017
• Autor(a) principal: Santos, Cheila Dias dos
• Outros Autores: [e-mail]
• Orientador(a): Fernandes, Andrea da Paixão
• Banca de defesa: Silva, Lincoln Tavares , Lopes, Paula da Silva Vidal Cid , Favero, Osmar
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação de Ensino em Educação Básica - CAp UERJ
• Departamento: Centro de Educação e Humanidades::Instituto de Aplicação Fernando Rodrigues da Silveira
• País: Brasil
• Palavras-chave em Português: Educação de Jovens e Adultos; Material didático; Livros didáticos; Alfabetização; Representações Sociais
• Palavras-chave em Inglês: Young of Adults Education; Textbook; Literacy; Social Representations
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://www.bdtd.uerj.br/handle/1/17566

The central point of this dissertation is priory anchored in difficulties found by the actors of Young People and Adults Education, in daily classroom, in reference to the adequation to the methodology found in the didactic material made by government to the specifications of this schoolar modality. For that objective, the research made an effort to investigate the apresentations that the students and teachers of Group 1, Phases 1 and 2 from YAE in the city of São Gonçalo elaborate about the importance of using the Textbook in YAE, because an understand that to fulfill the needs of the students the didactic material must be conceirved considering the changes in conceptions of alphabetization and basic education centre in perspective of literacy with view to acquisition of sociocultural goods, understanding, the formal culture that every citizen has a right to and, even more important, if when the teacher chooses to use a didactic material makes it in a reflexive way not becoming dependent of that technology and so becoming accomodated in his/her function, but if the teacher knows that the contents in these material are adequates to the necessities of the students being or not contextualized to the socio cultural universe of the students from this municipality. In this way, the research gives priority two methodological approaches: firtly througs the application of a questionary with open and closed questions tried to give visibility to the sociohistorical context of the subjects of this modality in objective of know their representations about the use of Textbook using for this the free association of words complemented by the camp diary and, after, treating these collected datas under the light of Contents Analyses (CA) based on the texts of Bardin (2002) and Franco (2004). As a final product of this research, a folder was prepared containing guidelines that emphasize the students reality and their specificities in order to guide the choice of the next textbooks of the PNLD / EJA.