Por uma pedagogia dialética para a EJA: contribuições a partir de Vigotski e Paulo Freire

• Ano de defesa: 2021
• Autor(a) principal: Rodrigues, Rita de Cássia Balieiro
• Orientador(a): Alves, Wanderson Ferreira
• Banca de defesa: Alves, Wanderson Ferreira, Alves, Amone Inácia, Echeverría, Agustina Rosa, Toassa, Gisele, Machado, Maria Margarida
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação (FE)
• Departamento: Faculdade de Educação - FE (RG)
• País: Brasil
• Palavras-chave em Português: Educação de jovens e adultos; Formação de conceitos científicos; Dialogicidade; Vigotski; Paulo Freire
• Palavras-chave em Inglês: Youth and adult educatione; Formation of scientific con-cepts; Dialogicality
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/11808

The aim of this thesis is to analyze the formation of scientific concepts mediated by dialogism, discussing and understanding the contributions of Vygotsky and Paulo Freire to Youth and Adult Education (EJA). This study is justified by the pedagogical need to reconcile respect for the speci-ficities of EJA students with quality education, comparing an education that overcomes the welfare positions to contribute to the development of conceptual and critical thinking by students. This is a qualitative, theoretical and bibliographical research that used a dialectical materialist approach to support, to analyze and to reflect based on important works by LS Vygotsky and Paulo Freire, as well as authors such as: A. Leontiev, V. Davidov, A. Gramsci , K. Marx and F. Engels, M. Bakh-tin, Y. Clot and Y. Schwartz who enter the debate with their contributions related to education, society and work. This research is made up of three categories: knowledge, language and activity. In the analysis of knowledge, scientific concepts are characterized at the philosophical, epistemo-logical, psychological and pedagogical levels, in order to propose the intercommunication between different types of knowledge and scientific knowledge. Language is conceived as an important social construct and the dialogicality presents itself as a pedagogical mediation that produces knowledge. Human activity is seen in its anthropological and philosophical aspects as the content that mobilizes the formation of concepts and promotes awareness, so it is recommended that the pedagogical work with scientific concepts in EJA is developed in order to find a narrow relation-ship between work and education, based on the principles of integral human formation. Consider-ing that "concept formation" is a higher psychic function that develops substantially after the tran-sition phase (puberty), the present research concludes that it is necessary that the pedagogical work with scientific concepts is carefully and intentionally directed so that the EJA students develop a new way of thinking and not just memorization of concepts. It is assured that the dialogicality of education, in Freire's proposal, is the social relationship in which the psychic function "formation of scientific concepts" can be better developed, which leads to the defense that thematic investiga-tion and the problematization of reality must be fundamental part of learning concepts in EJA. The results support that the pedagogical work needs to relate the meaning of the concepts and the meanings attributed by the students so that conceptual and critical thinking can be developed. Based on Vigotski, it is ensured that the higher psychic functions in EJA students (perception, at-tention, practical activity, language, concept formation, etc.) appear to some extent already devel-oped, endowed with meaning and directed at the object of their activities. In agreement with the perspective of the Activity Clinic and the democratic principles of Paulo Freire, the importance of collective work and the need to preserve the conquests and democratic practices already achieved for this type of education are highlighted. Furthermore, considering EJA professors as direct inter-locutors in this thesis, the entire argument is summarized in an invitation to reflect on the “profes-sional gesture” capable of overcoming banking and anti-dialogical practices.