Discursos docentes atribuídos à educação de jovens e adultos a partir de tensionamentos provocados pela juvenilização da modalidade: analisando o contexto de uma escola municipal de Duque de Caxias(RJ)

• Ano de defesa: 2018
• Autor(a) principal: Oliveira, Roberta Avoglio Alves
• Orientador(a): Pereira, Talita Vidal
• Banca de defesa: Paiva, Jane , Julião, Elionaldo Fernandes , Cunha, érika Virgílio Rodrigues da
• 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, Cultura e Comunicação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação da Baixada Fluminense
• País: BR
• Palavras-chave em Português: Educação de Jovens e Adultos; Juvenilização; Teoria do discurso; Juventude
• Palavras-chave em Inglês: Youth and Adult Education; Juvenilization; Discourse theory
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO DE ADULTOS
• Link de acesso: http://www.bdtd.uerj.br/handle/1/10268

This research assumes a poststructuralist approach, adopting as theoretical reference the contributions of the proposed discourse theory Ernesto Laclau and Chantal Mouffe. The concept of hegemony is used to analyze the discourses that circulate between teachers of youth and adult education (EJA) from the meaning to the process enunciated as youthization of the EJA. From these discourses, I assume the possibility of bringing to the fore the meanings attributed to the modality, claims for it from the point of view of its subjects and objectives. The EJA is set in a territory of fierce discursive disputes. In the midst of these struggles, the issue of the youngest accessing the EJA, those from 15 years of age, a process called juvenilization, has been gaining prominence in the field discussions, questioning the presence of these, since they would not be configured the audience for which it is intended, in the perception of many teachers and researchers. I assume that the very young public always became the subject of the EJA, even if it was not organized in these ways. This is because, historically, the Brazilian school has neglected the education of the popular strata, removing numerous subjects from the school. I interpret the strangeness because the condition of being young also suffered displacements, they came to have rights assured, not the rebound of those destined for children or adults, but respecting their specificities. I assume that the notoriety of young people made them meaningful, proliferating innumerable discourses around them. Therefore, I do not consider these subjects new from the point of view of the age group, but different as to the meanings attributed to them. The research presents an ethnographic character, using as methodology, the narrative interviews with teachers of a school of the municipal education network of Duque de Caxias. The narrative interviews with teachers were used in order to interpret how the young people of the EJA mean and under what sense they understand the modality. The analysis of these discourses indicates that there is not only a sense attributed to the youth, but hegemonically, the youth of the EJA are meant as problematic from the disciplinary point of view, but at the same time, recognizing the modality from the perspective of the right, assume that this space is important. It is not possible to indicate that teachers mean the EJA only from the standpoint of a discourse, these are hybrids forged beyond conscious discourses.