Nos fios da história..: contextos, saberes e práticas de alfabetizadoras de jovens e adultos

• Ano de defesa: 2002
• Autor(a) principal: Bernardes, Adriana Auxiliadora Martins
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Professores de ensino primário; Formação; Alfabetiza­ção de adultos; Educação de adultos; Educação po­pular; Educação não-formal; Políticas públicas; Prática de ensino; Ensino de primeiro grau; Teses; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Educação de jovens e adultos
• Link de acesso: https://repositorio.ufu.br/handle/123456789/30410; http://doi.org/10.14393/ufu.di.2002.68

This survey had as goal to know the nature of the process of professional knowledge construction by the adolescents and adults alphabetizer in the context of the Municipal Program of Illiteracy Eradication in Uberlândia-MG - PMEA. The study was developed by oral thematic interviews on the formation, the professional trajectory, the knowledge and the pedagogical practices developed by 5 alphabetizer who act at PMEA in the year 2000. Was used also, the analysis of documents and institutional data of the mentioned Program to compose the analysis. The teachers’ narratives showed that their knowledge are plural and was build during the time, being strong influenced personal and scholar by their life’s histories and by the concrete situations of education that they had lived deeply in the daily of the classroom. Was evidenced that the practical in classroom has a determinative paper in the formation and teaching professionalization, where the courses of initial and continued formation have secondary values. Considering the knowledge of experience roll in the pedagogical practices construction, this study aims the necessity of we rethink the proposal for the continued formation for alfabetizadoras of Adolescents and Adults. It’s necessary go over the formation model based in the technic rationality and give value to the teachers know-make, propitiating a continued formation that makes possible a reflection on the pedagogical practice developed in the daily school.