Os currículos praticados no cotidiano da EJA: regulações e emancipações na Escola Centro Educacional Dr. Pedro Amorim

• Ano de defesa: 2012
• Autor(a) principal: Silva, Francisco Canindé da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; BR; UFRN; Programa de Pós-Graduação em Educação; Educação
• Palavras-chave em Português: EJA; Currículos; Cotidianos escolares; Saberes/fazeres; Curriculum; School routine; Knowing/doing; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufrn.br/jspui/handle/123456789/14490

This research has as its object of study practiced in the daily curriculum of Youth and Adults in their midst and considered discussion of the concepts of knowledge as regulation and emancipation. The camp of our research relates to the knowing / doing the teachers of this modality of education, in the Escola Centro Educacional Dr. Amorim-CEPA, the city of Assú/RN and is articulated to the emerging desire to understand how cooperating teachers have thought, organized and practiced the curriculum in order to consider the many complex situations that are present in everyday school life. Our tour was guided by the need to study the relationship between the regulated curriculum and practiced in everyday adult education, as well as to understand, from the knowing / doing of the teachers, the conceptions that guide their teaching practices and, therefore, reflect on this Reality curriculum in order to better signify then. In this sense, we turn to the fundamentals of qualitative research, adopting the procedures of documentary research, participant observation and semi-structured interview, which allowed us to enter a universe of complex dimensions, senses, and that add significant difference, because the forms of use of various practitioners are and unique, in that enroll in school life and define their brand identities. The predominance of a traditional teaching practice nature by a process of training and teaching experience, the lines of flight, volatilities and inventiveness promoted by the circumstances of everyday life are some of the conclusions we draw from the data collected. This reality, we infer that the practice of teachers varies between regulation and emancipation, being this time, many challenges to be faced, namely the process of continuing education, the conceptual understanding of the subject curriculum and the existence of relational different knowing / doing produced, used and created in/from the school routine of Youth and Adults