Detalhes bibliográficos
| Ano de defesa: |
2010 |
| Autor(a) principal: |
Silva, Sirlene Souza e
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| Orientador(a): |
Fazenda, Ivani Catarina Arantes |
| 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 Estudos Pós-Graduados em Educação: Currículo
|
| Departamento: |
Educação
|
| País: |
BR
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/9521
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Resumo: |
The EJA Program (Youth and Adult Education) presents peculiarities and needs completely different from the education available for children. This way, the present research investigates a Project developed by educators of an Integrated Center for the EJA Program, in the municipality of São Paulo, in Capão Redondo region. While analyzing the practice of the professionals of this Integrated Center, from the point of view of encounter and affection , I tried to understand using description and unveil the Interdisciplinarity in the creation of the curriculum, intending to answer the following questioning: Is the creation of an interdisciplinary curriculum possible or is it a myth in the EJA Program of a municipal public school? For that, I started with the hypothesis that the Interdisciplinarity, allied to affection in the educative practice is a possibility to surpass the fragmentation, the reduction of the exclusion and preconception in the EJA Program. Because of this, some authors were chosen as theoretical reference, and they can clear a path for new thinking in education. They are: Wallon, with his contributions about the alternation affection/cognition; Freire, with his proposal of education for autonomy; Zabala, that suggests a curriculum with a comprehensive approach; Apple, that believes in the possibility of a critical curriculum; and Fazenda, with the Brazilian representation of the Interdisciplinarity that is thought, felt, experienced and shared with everyone that also pretend to be interdisciplinary. I also analyzed the difficultators of the educative practice to understand that overcoming the educational problems is not a responsibility that has to be exclusively attributed to the educators that suffer with the influence of several factors internal and external to the school that need to be understood and surpassed in the creation of a dialogic curriculum, more human for the EJA Program. In this perspective, educators revise their educative practice, critically analyze the conceptions and theories that maintain this practice, value the school as an important space to capacitate professionals in the constitution of a group anchored in the dialog and in the partnerships for collective construction of a living school where learn how to read and write surpasses the process of literacy, in a learning involving the entire subject |
