Educação de jovens e adultos na reforma agrária : um estudo de caso sobre o currículo (1995-2000)

• Ano de defesa: 2007
• Autor(a) principal: Mota, Mônica Machado
• Orientador(a): Jesus, Sonia Meire Santos Azevedo de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Pós-Graduação em Educação
• País: BR
• Palavras-chave em Português: Educação de jovens e adultos; Educação do campo; Currículo; Movimentos sociais
• Palavras-chave em Inglês: Young education of e adult; Education of the field; Resume; Social movements
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/handle/riufs/4693

The Department of Education of the Federal University of Sergipe through the Nucleus of Studies and Research in Alphabet (NEPA/DED/UFS), in 1995 initiated a process of implementation of projects of Education of Young and Adults in areas of the Agrarian Reformation in partnership with the social movements of the field. The first project had the financing of the MEC, as it was financed by the MTb/FAT and the third project for the INCRA. The objective of these projects was to develop strategies where the workers had access to the school by means of specific resumes directed toward the reality lived deeply in the fight for the land. In this way, this research analyzed the resumes developed in the projects of EJA of 1995-2000. The developed research made possible to identify mainly in the projects that the proposal pedagogical prioritized to work with the problematização of the reality and generating subjects, and, involving the citizens of the process in the construction of the resume of the education of the field. When to appeal to documents observed that the proposal curricular, besides contributing for the pertaining to school of the citizens of the State of Sergipe, also was important for the construction of the proposal pedagogical of the PRONERA, especially, because it prioritized methodologies that allows, in the understanding of the social movements and of the educators, a construction criticizes of the reality and in the greater approach between the reading, writing and the reality of the citizens.