Narrativas dos estudantes: sentidos sobre o curr?culo do Curso T?cnico em Log?stica, na forma Integrada - PROEJA do Instituto Federal do Amap? ? IFAP

• Ano de defesa: 2019
• Autor(a) principal: Souza, Severina Ramos Tel?cio de
• Orientador(a): Costa, Adriana Alves Fernandes
• Banca de defesa: Soares, Ana Maria Dantas, Lima, Miriam Morelli, Teixeira, Luana Luna
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Rio de Janeiro
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o Agr?cola
• Departamento: Instituto de Agronomia
• País: Brasil
• Palavras-chave em Português: Narrativas; Curr?culo; Educa??o de Jovens e Adultos; PROEJA
• Palavras-chave em Inglês: Narratives; Curriculum; Youth and Adult Education
• Área do conhecimento CNPq: Educa??o
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/5508

This study had as its main goal to identify and to analyze the narratives of students about the meanings that they have regarding the curriculum of the High School Level Technical Course, in Integrated form, PROEJA Modality, of the Federal Institute of Education, Science and Technology of Amap? (IFAP). In this sense, the students were the participants of this research, characterized as predominantly qualitative. The methodological procedure was performed through three data collection techniques: document-based research, questionnaire, and semistructured interview. The phases were constituted as follows: (i) documentary phase, which sought to analyze the Pedagogical Project of the Technical Course in Logistics of Santana Campus, in order to understand the organizational structure of the Political Project of the Course, specifically the curriculum; (ii) extended inquiry phase, which consisted of the application of a questionnaire to identify the socioeconomic profile of the subjects of the investigation context; and, lastly, (iii) selective inquiry phase, which was based on the careful selection of the students that would be the target of a semi-structured interview, organized by thematic axes that enhanced the verbalization of the narratives regarding the curriculum. Strictly, this work sought to identify and understand the statements in which the students expressed themselves about the curriculum. In line with the objectives set, the research also aimed to understand the elements that went through the routine of the pedagogical practices in the execution of this prescribed curriculum. Through the content analysis technique, the results indicated the relevance of taking into account the expectations and needs indicated by the students, considering that their narratives were indicators of permanence and dropout, in a complex and contextual way. From the results obtained, it was possible to understand the relevance that this curriculum has in representations of youngsters and adults of PROEJA, who associated it not only with their professional training, but also personal and human development. This observation is present in the desire - expressed by the participants - of increasing their educational level, and the perspective that, after the conclusion of the course, new opportunities should appear to improve their lives, since they consider that IFAP has excellence in teaching quality.