Trabalho pedagógico na educação de jovens e adultos integrada à educação profissional e tecnológica: a práxis do encontro geracional

• Ano de defesa: 2025
• Autor(a) principal: Silva, Giselda Mesch Ferreira da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Educação Profissional e Tecnológica; Práxis do encontro geracional; Políticas públicas educacionais; EJA-EPT; Proeja; Trabalho pedagógico; Professional and Technological Education; Praxis of intergenerational encounter; Educational public policies; Pedagogical work; Youth and Adult Education in Professional and Technological Education; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/37098

This research is situated within Research Line 2, which focuses on the study of Educational Public Policies, Educational Practices, and their Interfaces. It is grounded in studies conducted by the TransformAção Research Group – Study and Research Group on Public Policies and Pedagogical Work in Professional Education at the Federal University of Santa Maria (UFSM). This study presents a necessary debate to strengthen the policy of Youth and Adult Education in the modality of Professional and Technological Education (EJA-EPT), with the central question: what are the conceptions of the professionals who work with EJA-EPT regarding the repercussions caused by generational encounters in the teaching and learning process of students attending EJA-EPT classes, and what kind of Pedagogical Work is required in this context? Thus, the research aims to understand the conceptions and repercussions of generational encounters among students attending EJA-EPT classes and the Pedagogical Work demanded in this context. Its specific objectives are: to historicize EJA-EPT policies in Brazil and in the Federal Institutes (IFs) of the state of Rio Grande do Sul; to characterize the subjects who make up EJA-EPT in the IFs of RS and identify what generational encounters are perceived; to identify the conceptions of professionals who work with EJA-EPT regarding the repercussions caused by generational encounters in the teaching and learning process of the students; and to analyze the Pedagogical Work that can enhance generational encounters. This is a qualitative study, characterized by a dialectical approach, and it departs from the hypothesis that continuous professional development and collective planning—which take into account the diversity of the subjects involved—are essential for building a critical and transformative Pedagogical Work, as they promote inclusion, the appreciation of different experiences and knowledges, and the construction of a more equitable and participatory educational environment. Accordingly, the thesis defended is that Pedagogical Work within the EJA-EPT policy, in addition to ensuring a space for reflection and continuing education, requires consideration of the praxis of generational encounters. To this end, we employed techniques that allowed a deeper exploration of the topic at the investigated campus, IF Campus Restinga, including semi-structured interviews with institutional managers and a focus group with teachers. We also made use of a field diary and concluded the research with the interlocution group (GI), a space for engaging the research participants to present the initial findings of the study, as well as to produce new data for the thesis. Data analysis was conducted from a dialectical perspective. From this study, we concluded that the Pedagogical Work developed by teachers working with such a diverse and plural audience as that of EJA-EPT requires continuing education and a space for collective planning. This must be continually considered and implemented by management so that the entire educational community remains attentive to the challenges of the EJA-EPT policy and, above all, to the praxis of generational encounters.