As mulheres estudantes da educação de jovens e adultos de Goiás

• Ano de defesa: 2024
• Autor(a) principal: Santos, Bruna Danielly Peroba dos
• Orientador(a): Gonçalves, Glauco Roberto
• Banca de defesa: Gonçalves, Glauco Roberto, Faria, Viviane Fleury de, Anaquiri, Mirna Kambeba Omágua - Yetê
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)
• Departamento: Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RMG)
• País: Brasil
• Palavras-chave em Português: Mulheres estudantes; Educação de jovens e adultos; Educação
• Palavras-chave em Inglês: Women students; Youth and adult education; Education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/13626

This study proposes an investigation into the universe of Youth and Adult Education (EJA) in the state of Goiás. It seeks to reveal, in this context, the trajectory of female students and their contributions as a transformative subject. Bear in mind that the lack of training leads to several limiting situations throughout life. So this study seeks to reveal statistical data on the topic; the organizational contexts of EJA and the narratives of women who, in adulthood, follow EJA, to construct and reconstruct their subjectivity. Based on documentary data from the Map of Illiteracy in Brazil (2000) and Education in Displacement (2010), it was possible to identify how this population fits into the need to establish dialogues and educational strategies to collaborate with their literacy process. Therefore, the study was constructed, based on documentary analysis, bibliographical consultations and interviews, and finally, an E-book “ Ciranda das Mulheres Estudantes: narrative das Marias” was produced. The educational product is interested in publicizing the knowledge extracted the narratives of the women students. Postgraduate Teaching in Basic Education (PGEEB). Because recognizing the narratives of these women, dialoguing with the school can strengthen the pedagogical act. Thus, when we consider the trajectory and historicity of these women as the study is to agree with the possibilities of recognizing the importance of the subject.