Cotidiano e Conscientização na Docência da Educação de Jovens e Adultos

• Ano de defesa: 2004
• Autor(a) principal: Melo, Ivanise Simplicio de
• Orientador(a): Scocuglia, Afonso Celso
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraí­ba
• Programa de Pós-Graduação: Programa de Pós Graduação em Educação
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Formação-professor; Saberes formação-docente; Cotidiano; Prática-reflexiva; Conscientização; Educação-jovens-adultos
• Palavras-chave em Inglês: Teacher formation; knowledge academician-formation; Quotidian; Reflective-Practice; Consciousness; Education-youth-adults
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/4897

The present work tried to understand and list the construction processes of the academician knowledge, intentions, challenges and types of practice that make up the professional quotidian of the academic team that works Youth and Adult Education (EJA) with the Solidary Literacy Education groups (ALFASOL) in the municipality of Cortês, in Pernambuco s Mata Sul Zone. The study had a qualitative nature and adopted several strategies: observations, questionnaires, document analysis, focal group interviews, all of which allowed for a better comprehension and analysis of how these individuals appropriate themselves of the academic knowledge and how they express it giving some significance to their pedagogic practices. The theoretical references for comprehension, reflection and analysis were provided by studies on the categories quotidian, consciousness, and academician knowledge and by the context of the pedagogic speech on EJA and academician formation of the ALFASOL teacher team. The findings reveal that the academic knowledge of these literacy educators is constantly being built during their interaction with their older peers, that is, through the knowledge of acquired experience and tradition, a fact that announces and denounces the initial fragile formation that such teachers acquire (that is when they acquire it) to act as lecturers in the education processes of youth and adults. Such knowledge is also validated in a hasty manner by the pupils and by the local community, and this becomes distant from the pedagogic action knowledge that is legitimated by the studies and investigations regarding the own need for the professional academician formation in this field of work. It is in this quick learning of life and work that the ALFASOL teacher team in Cortês/PE develops their repertoire of knowledge to teach.