Detalhes bibliográficos
| Ano de defesa: |
2025 |
| Autor(a) principal: |
Toloni, Rafael José
 |
| Orientador(a): |
Masetto, Marcos Tarciso
|
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação: Currículo
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/44249
|
Resumo: |
This dissertation analyzes the development, planning, and implementation of formative itineraries in the Education of Young Adults (EJA), focusing on the Natural Sciences itinerary applied to the 3rd year of High School. The study was conducted in the second semester of 2022, based on the guidelines of the National Common Curricular Base (BNCC) and the current educational legislation. The research adopts a qualitative approach, grounded in action research, aiming to understand how the structure of formative itineraries can contribute to the comprehensive development of students, especially in the context of EJA, which encompasses a heterogeneous audience in terms of age and literacy level. The work seeks to identify the main challenges and outcomes of the implementation and the effectiveness of this educational modality, with special attention to the relationship between the curriculum and the needs of the students. In conclusion, it is argued that formative itineraries, when applied in a contextualized and flexible manner, can positively transform the educational process, promoting inclusive education, fostering active citizenship, and alignment with contemporary curricular demands |
