Processo de Construção de Orientações Curriculares da Educação de Jovens e Adultos em Mesquita/RJ: Descolonização do Poder?

• Ano de defesa: 2014
• Autor(a) principal: Nascimento, Elisângela Bernardes do
• Orientador(a): Paiva, Jane
• Banca de defesa: Oliveira, Inês Barbosa de , Freitas, Marinaide Lima de Queiroz
• 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; Formação Continuada; Educação; Educação de Adultos; Currículo
• Palavras-chave em Inglês: Youth and Adult Education; Curriculum; Continuing 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/1/10706

The aim of this research is to follow up the process of constructing curriculum guidelines for youth and adult education in the town of Mesquita/RJ, by means of a participatory action research, with the purpose of observing whether or not the actions carried out managed to promote the decolonization of power in relation to the EJA curriculum. The first step in this process was to resignify space and time in continuing education for teachers who worked on the National Program for Integrating Vocational Education with Basic Education in the EJA modality, into Initial and Continuing Education (PROEJA FIC) for Elementary School Teachers, under the responsibility of the Rio de Janeiro Federal Institute (IFRJ). Due to obstacles faced by this federal institution, that space-time, understood as a permanent and collective teacher education process, was taken on by the Mesquita EJA team. The proposal process so implemented sought to develop an (inter)transdisciplinary approach by making use of thematic axes. Study and planning programs were carried out outside of regular teaching hours in order to enable the participation of all teachers, in an effort to build an integrated curriculum. The teaching work required the participation of practicing-thinking subjects, acting on new modes of doing . It started from the profile and needs of the adult learners, generating new themes, that were systematized in a network of relations. The method adopted was the case study and it involved all the research subjects, both educators and learners, which were divided into four groups in three schools of the educational network, in spaces/times of continuing education and in the classroom. In order to develop the research, questionnaires were prepared, which were applied to 38 of the 50 students matriculated and 9 teachers. Later, semi-structured interviews were obtained from 12 students and a focal group of 8 teachers, apart from the pedagogical coordinator. The locus of the research was connected with more ample sources with which EJA maintains a dialogue, such as agreements and documents produced at Adult Education International Conferences (CONFINTEAs) and the legal basis for claiming the right to education for all in Brazil. The theoretical framework of the research brought about an inquiring eye, supported by the thinking method adopted, which was inspired by the complexity theory. Results led to the understanding that thinking EJA curriculum in the daily practice is a challenge requiring dialogue and articulation of the different dimensions of the sociocultural reality, knowledge taken as universal and knowledge which is made invisible by modern science. It also demands facing the day to day difficulties of the classroom, in search of meeting the singular needs of youth and adult learners and strengthening the commitment with EJA´s subjects as to the right to education for all