A psicologia histórico-cultural como intercessão no desenvolvimento de alunos da educação de jovens e adultos (EJA) no bairro Vila Maranhão de São Luís - Ma

• Ano de defesa: 2012
• Autor(a) principal: SANTOS, Ednan Baldez dos
• Orientador(a): MANZKE, José Fernando
• Banca de defesa: FEITOSA, Márcia Manir Miguel
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM CULTURA E SOCIEDADE/CCH
• Departamento: Cultura e Sociedade
• País: BR
• Palavras-chave em Português: Educação de Jovens e Adultos; Psicologia histórico-cultural; Aprendizagem; Desenvolvimento; Theory of Vygotsky
• Palavras-chave em Inglês: Youth and Adult Education; Cultural-historical psychology; Learning; Development; theory of Vygotsky
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tedebc.ufma.br:8080/jspui/handle/tede/43

It is proposed that cultural-historical psychology as a foundation in pedagogical practice of adult education, with the empirical basis for this study the reality of the neighborhood Vila Maranhão in São Luís do Maranhão. The EJA has a long history of failures and few theoretical perspectives, being a reality in need of a theoretical framework that understands how historical and psychological phenomenon in adults, and that might help it fulfill its mission trainer. The historical-cultural approach is a psychological theory that since the sixties of the twentieth century, when it was detached to the world by the Russian authorities, collaborate immensely in the field of psychology and pedagogy with resolutions ponder the construction of man both in the natural (biological) and socio-cultural sphere (psychological), making it a bio-psycho-social distinct from other animals. The cultural-historical psychology understands the school as a transformative phenomenon, an environment rich in social and cultural diversity that becomes a part 'enhancer' processes of learning and overall development of acculturated by it. Recent research on the possibilities EJA cogitate relations with the theory of Vygotsky and collaborators, allowing a rereading of this modality through concepts that underlie the ideals of education that fosters not only learning, but that encourages student development. Finally, through the study of a portion of reality Maranhão, EJA, situated in Vila Maranhão in São Luís do Maranhão, is presented in this dissertation possible ideals driving the practice of educational management EJA conducted at the Center for Teaching (EC) Vila Maranhão, school used as a research field and sample a reality that may be different from today. It is argued that the EJA, substantiated by historical-cultural approach, but can be a modality that fulfills its mission to train properly and with quality adult learners prepared for life. A 'developmental EJA'.