Formação de professores para educação de jovens e adultos : um estudo sobre o curriculo do curso de Pedagogia em Sergipe
Ano de defesa: | 2016 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Não Informado pela instituição
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Programa de Pós-Graduação: |
Pós-Graduação em Educação
|
Departamento: |
Não Informado pela instituição
|
País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://ri.ufs.br/jspui/handle/riufs/12770 |
Resumo: | This research is a critical study, focused on the issue of teacher training. One of the problems observed in the course of Education Degree was the weakness of the curriculum in the content of education for youth and adults, usually distributed in one compulsory subject, and other subjects and optional disciplines that could make an argument that considers the issue of adult education and they do not. From this we did the following question: What ideas are being given priority in the curriculum of Pedagogy for performance in adult education? To answer this question from some criteria we chose to analyze the initial teacher training course in pedagogy degree two institutions of higher education in Sergipe (one public and one private institution). Based on the proposed text of the laws, Law of Guidelines and Bases of National Education (LDB 1996), National Education Plan (PNE 2014) and National Curriculum Guidelines for youth and adults (2000) and studies Haddad (2000), Di Pierro (2000), Soares (2006), Arroyo (2006) among others, points us to the importance of training to respond to the specificity of adult education. To achieve the objectives, we opted for a qualitative approach, and as material for data collection for documentation and analysis of semi-structured interviews. We rely on historical dialectic materialism, as this allows us to obtain the contradictions and the explanations of the social relations of reality from an overall perspective. The data show that the challenge is the Faculty of Education in relation to the initial training activities in adult education, the importance of rescuing the links between work and education, as these conceptions corroborate an understanding, but that kind of extensive education, service and for whom the teacher of adult education, as well as understanding of relationships and social practices within this capitalist model of society is inserted. It also showed that the course program with a single discipline in the compulsory curriculum component is insufficient in relation to give an initial depth training regarding adult education, and the need for greater dialogue between the disciplines of the course, as these discussions bring relevant and meaningful relationships with the issue of adult education. Therefore, the analysis of the data led us to confirm our initial hypothesis that there are deficiencies in the approaches of the disciplines that deal with specific depths of AYE. And these deficiencies are widespread, we lack deeper theoretical, not only from a pedagogical point of view, but especially the relationship between society and education, which requires a political position in the face of contradictions. |
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Silva, Jéssica Fernanda FrançaJesus, Sônia Meire Santos Azevedo de2020-02-19T16:47:20Z2020-02-19T16:47:20Z2016-07-26SILVA, Jéssica Fernanda França. Formação de professores para educação de jovens e adultos : um estudo sobre o curriculo do curso de Pedagogia em Sergipe. 2016. 72 f. Dissertação (Mestrado em Educação) - Universidade Federal de Sergipe, São Cristóvão, SE, 2016.http://ri.ufs.br/jspui/handle/riufs/12770This research is a critical study, focused on the issue of teacher training. One of the problems observed in the course of Education Degree was the weakness of the curriculum in the content of education for youth and adults, usually distributed in one compulsory subject, and other subjects and optional disciplines that could make an argument that considers the issue of adult education and they do not. From this we did the following question: What ideas are being given priority in the curriculum of Pedagogy for performance in adult education? To answer this question from some criteria we chose to analyze the initial teacher training course in pedagogy degree two institutions of higher education in Sergipe (one public and one private institution). Based on the proposed text of the laws, Law of Guidelines and Bases of National Education (LDB 1996), National Education Plan (PNE 2014) and National Curriculum Guidelines for youth and adults (2000) and studies Haddad (2000), Di Pierro (2000), Soares (2006), Arroyo (2006) among others, points us to the importance of training to respond to the specificity of adult education. To achieve the objectives, we opted for a qualitative approach, and as material for data collection for documentation and analysis of semi-structured interviews. We rely on historical dialectic materialism, as this allows us to obtain the contradictions and the explanations of the social relations of reality from an overall perspective. The data show that the challenge is the Faculty of Education in relation to the initial training activities in adult education, the importance of rescuing the links between work and education, as these conceptions corroborate an understanding, but that kind of extensive education, service and for whom the teacher of adult education, as well as understanding of relationships and social practices within this capitalist model of society is inserted. It also showed that the course program with a single discipline in the compulsory curriculum component is insufficient in relation to give an initial depth training regarding adult education, and the need for greater dialogue between the disciplines of the course, as these discussions bring relevant and meaningful relationships with the issue of adult education. Therefore, the analysis of the data led us to confirm our initial hypothesis that there are deficiencies in the approaches of the disciplines that deal with specific depths of AYE. And these deficiencies are widespread, we lack deeper theoretical, not only from a pedagogical point of view, but especially the relationship between society and education, which requires a political position in the face of contradictions.Esta pesquisa trata-se de um estudo crítico, voltada à temática da formação de professores. Uma das questões observadas nos cursos de Licenciatura em Pedagogia foi a fragilidade curricular no conteúdo da Educação de Jovens e Adultos, geralmente distribuído em uma única disciplina obrigatória, e as demais optativas e disciplinas que poderiam fazer uma discussão que contemplasse a temática da EJA e não o fazem. A partir disto fizemos o seguinte questionamento: Que concepções estão sendo priorizadas nas propostas curriculares dos cursos de Pedagogia para atuação na EJA? Para responder a essa pergunta partindo de alguns critérios optamos por analisar a formação inicial de professores do curso de Licenciatura em Pedagogia de duas Instituições de Ensino Superior em Sergipe (uma instituição pública e uma privada). Fundamentando-se no que propõe os principais dispositivos legais, Lei de Diretrizes e Bases da Educação Nacional (LDB 1996), Plano Nacional de Educação (PNE 2014) e Diretrizes Curriculares Nacionais para Educação de Jovens e Adultos (2000) bem como estudos de Haddad (2000), Di Pierro (2000), Soares (2006),Arroyo (2006) dentre outros, que nos apontam para a importância de uma formação que atenda a especificidade da EJA. Para alcançar os objetivos propostos, optamos pela abordagem qualitativa, e como material para coleta dos dados a analise documental e entrevistas semi-estruturada. Apoiamo-nos no materialismo histórico dialético, uma vez que este nos possibilita buscar nas contradições e relações sociais explicações da realidade numa perspectiva de totalidade. Os dados mostram o desafio em que se encontra o curso de Pedagogia no que tange a formação inicial para atuação na EJA, a importância de se resgatar os vínculos entre trabalho e educação uma vez que tais concepções corroboram numa compreensão, mas ampla de que tipo de educação, a serviço de quem e para quem o professor da EJA está inserido, assim como o entendimento das relações e práticas sociais dentro desse modelo de sociedade capitalista. Também evidenciou que o currículo do curso com somente uma disciplina no componente curricular obrigatório é insuficiente no tocante a conferir uma formação inicial aprofundada no tocante a EJA, bem como a necessidade de maior diálogo entre as demais disciplinas do curso, uma vez que estas trazem discussões relevantes e com significativas relações com a temática da EJA. Desse modo, a análise dos dados nos direcionou a confirmar nossa hipótese inicial de que há carências nas abordagens das disciplinas que possam contemplar com profundidades as especificidades da EJA. E para que essas carências sejam disseminadas, carecemos de maior aprofundamento teórico não somente do ponto de vista pedagógico, mas, sobretudo das relações entre sociedade e educação, o que requer um posicionamento político frente às contradições existentes.São Cristóvão, SEporEducaçãoFormação de professoresCurrículosEducação de jovens e adultosEducação superiorSergipeCurso de pedagogiaYouth and adultsTeacher trainingEducation facultyCurriculumCIENCIAS HUMANAS::EDUCACAOFormação de professores para educação de jovens e adultos : um estudo sobre o curriculo do curso de Pedagogia em Sergipeinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em EducaçãoUniversidade Federal de Sergipereponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessLICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/12770/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALJESSICA_FERNANDA_FRANCA_SILVA.pdfJESSICA_FERNANDA_FRANCA_SILVA.pdfapplication/pdf783765https://ri.ufs.br/jspui/bitstream/riufs/12770/2/JESSICA_FERNANDA_FRANCA_SILVA.pdfcf3b288e1baaf59dfeac8cda74760d7dMD52TEXTJESSICA_FERNANDA_FRANCA_SILVA.pdf.txtJESSICA_FERNANDA_FRANCA_SILVA.pdf.txtExtracted texttext/plain173739https://ri.ufs.br/jspui/bitstream/riufs/12770/3/JESSICA_FERNANDA_FRANCA_SILVA.pdf.txtac54329b79123c909828b3f5fc9fe8f2MD53THUMBNAILJESSICA_FERNANDA_FRANCA_SILVA.pdf.jpgJESSICA_FERNANDA_FRANCA_SILVA.pdf.jpgGenerated Thumbnailimage/jpeg1214https://ri.ufs.br/jspui/bitstream/riufs/12770/4/JESSICA_FERNANDA_FRANCA_SILVA.pdf.jpgf16ae0fb12361530da754e127e17be63MD54riufs/127702020-02-19 13:47:21.009oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2020-02-19T16:47:21Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Formação de professores para educação de jovens e adultos : um estudo sobre o curriculo do curso de Pedagogia em Sergipe |
title |
Formação de professores para educação de jovens e adultos : um estudo sobre o curriculo do curso de Pedagogia em Sergipe |
spellingShingle |
Formação de professores para educação de jovens e adultos : um estudo sobre o curriculo do curso de Pedagogia em Sergipe Silva, Jéssica Fernanda França Educação Formação de professores Currículos Educação de jovens e adultos Educação superior Sergipe Curso de pedagogia Youth and adults Teacher training Education faculty Curriculum CIENCIAS HUMANAS::EDUCACAO |
title_short |
Formação de professores para educação de jovens e adultos : um estudo sobre o curriculo do curso de Pedagogia em Sergipe |
title_full |
Formação de professores para educação de jovens e adultos : um estudo sobre o curriculo do curso de Pedagogia em Sergipe |
title_fullStr |
Formação de professores para educação de jovens e adultos : um estudo sobre o curriculo do curso de Pedagogia em Sergipe |
title_full_unstemmed |
Formação de professores para educação de jovens e adultos : um estudo sobre o curriculo do curso de Pedagogia em Sergipe |
title_sort |
Formação de professores para educação de jovens e adultos : um estudo sobre o curriculo do curso de Pedagogia em Sergipe |
author |
Silva, Jéssica Fernanda França |
author_facet |
Silva, Jéssica Fernanda França |
author_role |
author |
dc.contributor.author.fl_str_mv |
Silva, Jéssica Fernanda França |
dc.contributor.advisor1.fl_str_mv |
Jesus, Sônia Meire Santos Azevedo de |
contributor_str_mv |
Jesus, Sônia Meire Santos Azevedo de |
dc.subject.por.fl_str_mv |
Educação Formação de professores Currículos Educação de jovens e adultos Educação superior Sergipe Curso de pedagogia |
topic |
Educação Formação de professores Currículos Educação de jovens e adultos Educação superior Sergipe Curso de pedagogia Youth and adults Teacher training Education faculty Curriculum CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Youth and adults Teacher training Education faculty Curriculum |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This research is a critical study, focused on the issue of teacher training. One of the problems observed in the course of Education Degree was the weakness of the curriculum in the content of education for youth and adults, usually distributed in one compulsory subject, and other subjects and optional disciplines that could make an argument that considers the issue of adult education and they do not. From this we did the following question: What ideas are being given priority in the curriculum of Pedagogy for performance in adult education? To answer this question from some criteria we chose to analyze the initial teacher training course in pedagogy degree two institutions of higher education in Sergipe (one public and one private institution). Based on the proposed text of the laws, Law of Guidelines and Bases of National Education (LDB 1996), National Education Plan (PNE 2014) and National Curriculum Guidelines for youth and adults (2000) and studies Haddad (2000), Di Pierro (2000), Soares (2006), Arroyo (2006) among others, points us to the importance of training to respond to the specificity of adult education. To achieve the objectives, we opted for a qualitative approach, and as material for data collection for documentation and analysis of semi-structured interviews. We rely on historical dialectic materialism, as this allows us to obtain the contradictions and the explanations of the social relations of reality from an overall perspective. The data show that the challenge is the Faculty of Education in relation to the initial training activities in adult education, the importance of rescuing the links between work and education, as these conceptions corroborate an understanding, but that kind of extensive education, service and for whom the teacher of adult education, as well as understanding of relationships and social practices within this capitalist model of society is inserted. It also showed that the course program with a single discipline in the compulsory curriculum component is insufficient in relation to give an initial depth training regarding adult education, and the need for greater dialogue between the disciplines of the course, as these discussions bring relevant and meaningful relationships with the issue of adult education. Therefore, the analysis of the data led us to confirm our initial hypothesis that there are deficiencies in the approaches of the disciplines that deal with specific depths of AYE. And these deficiencies are widespread, we lack deeper theoretical, not only from a pedagogical point of view, but especially the relationship between society and education, which requires a political position in the face of contradictions. |
publishDate |
2016 |
dc.date.issued.fl_str_mv |
2016-07-26 |
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2020-02-19T16:47:20Z |
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2020-02-19T16:47:20Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
SILVA, Jéssica Fernanda França. Formação de professores para educação de jovens e adultos : um estudo sobre o curriculo do curso de Pedagogia em Sergipe. 2016. 72 f. Dissertação (Mestrado em Educação) - Universidade Federal de Sergipe, São Cristóvão, SE, 2016. |
dc.identifier.uri.fl_str_mv |
http://ri.ufs.br/jspui/handle/riufs/12770 |
identifier_str_mv |
SILVA, Jéssica Fernanda França. Formação de professores para educação de jovens e adultos : um estudo sobre o curriculo do curso de Pedagogia em Sergipe. 2016. 72 f. Dissertação (Mestrado em Educação) - Universidade Federal de Sergipe, São Cristóvão, SE, 2016. |
url |
http://ri.ufs.br/jspui/handle/riufs/12770 |
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Universidade Federal de Sergipe |
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