"Sempre queremos aprender": a EJA e o empoderamento da mulher na educação pública de Teresina (PI)"

• Ano de defesa: 2018
• Autor(a) principal: Leal, Verônica de Oliveira
• Orientador(a): Mafra, Jason Ferreira
• Banca de defesa: Mafra, Jason Ferreira, Silva, Marta Regina Paulo da, Taveira, Adriano Salmar Nogueira e, Baptista, Ana Maria Haddad, Coelho, Edgar Pereira
• 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: Brasil
• Palavras-chave em Português: educação de jovens e adultos; EJA; Paulo Freire; empoderamento; mulher
• Palavras-chave em Inglês: youth and adult education; EJA; Paulo Freire; empowerment; women
• Palavras-chave em Espanhol: educación de jóvenes y adultos; EJA; Paulo Freire; empoderamiento; mujer
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/1926

This dissertation aims to study the relationship between youth and adult education (EJA) and the process of building autonomy of women who attend this educational modality. Of qualitative character, the research universe was assigned to a group of 15 adult women attending a public school in the city of Teresina (PI), the Federal Institute of Education, Science and Technology of Piauí - Campus Teresina Zona Sul The theoretical framework comes from two perspectives; one, in order to base the analysis on the perceptions of the protagonists investigated; another, directed to the reflections around a critical vision on the sense and the foundations of the education of youths and adults. The first focuses on the considerations around a Theory of Social Representations, developed particularly by the social psychologist Serge Moscovici; the second, in the fundamentals and interpretative categories on education developed by Paulo Freire. The dissertation is developed in a panoramic way, in order to place the education of young people and adults in the more general context, and, in the second moment, it examines the representations of a group of women about their trajectories during and after the process of return or beginning to school life in adulthood. The hypothesis of this study is that, even considering the difficult conditions to which the female students of EJA are subjected, among them the family resistance and difficulties and the limited conditions of the courses, the educational process of this modality in the context studied is configured as an important tool to initiate and / or expand the processes of autonomy and social empowerment of these women. The results indicate that the participants understand that discussing gender in the EJA can be an incentive for them to reconcile study, work and family, instigating attitudes that denature in them the inferiorization of the feminine. The results also suggest that the social representations about women and the EJA would be related to a permanence of practices still little problematizing in the school of the participants of the research.