Diagnóstico de um Centro de Estudos Supletivos na cidade do Rio de Janeiro: o que é qualidade na educação de jovens e adultos?

• Ano de defesa: 2013
• Autor(a) principal: Barcelos, Luciana Bandeira
• Orientador(a): Paiva, Jane
• Banca de defesa: Oliveira, Inês Barbosa de , Jeffrey, Débora Cristina
• 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 em Educação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação
• País: BR
• Palavras-chave em Português: Educação de jovens e adultos; Centro de Estudos Supletivos; Qualidade na educação de jovens e adultos; Educação de adultos; Educação de adultos e Estado; Diagnóstico
• Palavras-chave em Inglês: Youth and Adult Education; Center for Supplementary Studies; Quality in Youth and Adult Education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO DE ADULTOS
• Link de acesso: http://www.bdtd.uerj.br/handle/1/10603

The aim of this work is to discuss current concepts of youth and adult education, by analysing the different ways of offering education to this kind of public at a Center for Supplementary Studies (CES) an expression of a State public policy in effect over the last 40 years or so - and to evaluate quality in this modality of teaching by means of a case study focused on an educational institution in the city of Rio de Janeiro. The word Quality is theoretically understood both as a quantitative concept - referring to the demand for vacancies in the school as well as the increase in the number of students certified - and as a qualitative concept, by verifying teachers´ and students´ understanding of the procedures adopted and the ways in which school resources and equipment are made available to support the services rendered. The methodological basis of the research included: a review of previous studies in the field and the relevant laws at the federal and State level; a survey of the students´ profiles; information related to matriculation and course completion; observation of the school routine; questionnaires filled in by teachers and students and the subsequent data analysis; evaluation of students´ educational background; pedagogical practices adopted over a certain period of time. The diversification of the procedures used by the Center, including instituting practices, seems to indicate ways of improving the quality of teaching at CES, which was built on humanistic actions that respect the diversity of subjects and their backgrounds, thus enabling the inclusion and recognition of previous studies and previous knowledge. The combination of different practices used at the Center under analysis may have produced better results and certified a larger number of students. This may indicate that, as CES continues to serve the needs and interests of the subjects, it may still become a space for expanding possibilities which have not yet been fully developed or have been underused.