Percep??es de estudantes da educa??o de jovens e adultos sobre o processo de forma??o no Instituto Federal Do Par?

• Ano de defesa: 2017
• Autor(a) principal: Costa Lima, Andrea Maria Mello
• Orientador(a): Silva, Wanderley da
• Banca de defesa: Teixeira, Lia Maria de Oliveira, Silva, Renato da
• 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: Educa??o de Jovens e Adultos. .; Autonomia; Educa??o Emancipat?ria
• Palavras-chave em Inglês: Youth and Adult Education; Autonomy; Emancipatory Education.
• Área do conhecimento CNPq: Ci?ncias Humanas
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/2561

The education of young and adults refers to the discussion about the experiences and knowledge of these adult subjects, from multiple conceptions and through various perceptions, such as those of teachers and technicians in education. However, it was important to know the student's vision, and it is in this sense that this research was developed with the objective of analyzing the students' perceptions of youth and adult education at the Federal Institute of Par?, Castanhal Campus, about the formation process In the Agricultural Technical Course integrated to High School, developed in the Pedagogy of Alternation. These students are residents of rural areas, in riverside towns, and the decision was made to investigate the relationship between experiential knowledge and the knowledge acquired at school, as well as the importance of this formation to the communities of origin. All students interviewed are enrolled in the National Program for the Integration of Professional Education with Basic Education, in the form of Youth and Adult Education - PROEJA. The students and members of their communities are the subjects of this qualitative research, which used the questionnaires to draw profiles and structure the narratives through interviews at IFPA and the students' communities, where it was possible to observe the daily life. With a focus on decoloniality and interculturality, we reflect on how this formation can contribute to the formation of this subject, pointing out ways and possibilities of action in the area of youth and adult education, in the confrontation with the theoretic reference, in the perspective of emancipatory education for the subjects of this training. Based on the results obtained, it was possible to understand and identify the relevance of training not only for students, but also for their communities and the spaces that need to be dynamized and constructed to reach a more humane formation that transposes technical training in the dialogue and the valuation of diverse cultures and the unveiling of social inequalities, thus contributing to the formation of a critical subject and protagonist of his history.