Reconhecimento social e permanência na EJA

• Ano de defesa: 2015
• Autor(a) principal: Gomes, Valesca dos Santos
• Orientador(a): Hermann, Nadja Mara Amilibia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: EDUCAÇÃO; EDUCAÇÃO DE JOVENS E ADULTOS; INCLUSÃO SOCIAL; RECONHECIMENTO (FILOSOFIA)
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/5966

This research proposes to analyze, from the viewpoint of the Axel Honneth’s Critical Social Theory, the permanency educated and attendee adolescents in the EJA. Objectively, this study intends to understand how the assumptions implied in the student development are applied in the establishment of the relations that make the recognition. In same way, to identify what types and manners the recognition is established in schools how youths and adults. Also, since the establishment of these forms of recognition contribute to the permanence of these students in school. The research is in the field of theoretical research and develops an analysis from experiences lived by the author. The relationships established at school points to three recognition spheres operating: the loving recognition, legal and community values. It can be inferred that the school is acting as recognition factor for students, even if unintentionally. In the Youth and Adult Education was observed that, on the one hand, some recognition relationships are established, on the other writs are.