Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Freitas, Elisabete Pereira de
 |
| Orientador(a): |
Noffs, Neide de Aquino |
| 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/9882
|
Resumo: |
This paper aims to investigate the references built by the São Bernardo do Campo school system, the contribution of possibilities for the curriculum of the formative proposals of the coordinators of adult education / vocational education. To enable investigations the path chosen was a qualitative approach, through literature and document analysis. The main authors that help in the study are Cunha, Fausto, Freire, Giroux, Hall, Garcia C., Libâneo, Michael Apple, Ramos, Saviani and Schön. The laws that are part of the historical context of education were also used in the search. Studies have shown that in the area of education, remains the duality of form for the know-how, proposed planned in training for professional performance passing over how to be understood as formation of the person who will carry out this professional action, from the reflections beyond practice, theory, identifying fundamental rights, focusing on the transformation of the action itself. Analyses of reference revealed an overcoming movement of the traditional paradigms, including technicalities, utilitarian, but showed that remains a challenge, think along these professionals, in building a curriculum that considers the Comprehensive training of coordinators and their training projects, the specificity of adult education / vocational education in critical emancipatory perspective, with a vision of education as a human right that thinks globally person and proposes a training that enables integration between historical knowledge produced, the social technologies that are linked to citizenship and professionalization, and the defense of an education to work as training of social being, which does not alienate, not secrete handiwork of intellectual work, which breaks with the duality, making it possible to think a new education that intends to progress in order to see the man in the world and with the world |
