Diretrizes curriculares do município de Fortaleza e os desafios de tecer coletivamente uma prática freireana na Educação de Jovens e Adultos

• Ano de defesa: 2018
• Autor(a) principal: Costa, Clarice Gomes
• Orientador(a): Furtado, Eliane Dayse Pontes
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Educação de Jovens e Adultos; Currículo; Prática Pedagógica; Pedagogia Freireana
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/37437

This paper investigates the curricular guideline in municipal public school system (FORTALEZA, 2011) aimed at the Education of young people and Adults (EJA) taking as assumptions the foundations of popular education in Paulo Freire. This teaching proposal denies banking education, trying to construct a process of teaching and learning dialogic and problematizing, able to collaborate in the formation of the student in a critical, creative way, preparing him to learn to solve individual and collective problems in a given society. It is based on theorists such as Giroux (1983, 1986), Freire (1989, 1986, 1992, 1996, 2005), Brandão (2008) and Arroyo (1999). Its central question is the relationship between the construction of the curriculum guideline of the EJA, based on Freirean, and the challenges of teaching pedagogical practice in the classroom. The general objective of the research is to analyze the curricular process of the EJA curriculum guideline in the initial years of elementary school in the light of Freire's thinking, seeking a dialogue between the school and the teachers about how a pedagogical practice can be meaningful for the students. It is a qualitative descriptive and explanatory research, characterized as a case study, within the scope of the Municipality of Fortaleza. It has having as subjects four coordinators, respectively linked to Municipal Secretariat of Education (SME); to Secretariat Regional V (SER V) and the Federal University of Ceará (UFC), due to the participation in the elaboration of the proposal in focus; and three teachers from classes of First Segment EJA II and III, that took part in the elaboration process, and who still work in the EJA when the information is collected. As a collection tool, we used semi-structured interviews and classroom observations. We analyzed documents related to the curriculum of 1996 and 2011, in order to know the historical process of this elaboration, as well as newspaper articles related to the curricular proposal approved in 2011. The data were grouped into themes based on the subjects' speech, resulting in categories, and analyzed on dialectical historical materialism. The results show that Paulo Freire's discourse and ideas are in the teachers' minds, but in practice their concreteness is still under construction, because if the school does not embrace such assumptions, only a letter of intent appears.