Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Rodrigues, Estela Fidelis
 |
| Orientador(a): |
Silveira, Nadia Dumara Ruiz |
| 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: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tede2.pucsp.br/handle/handle/18815
|
Resumo: |
The present study was developed in order to understand and interpret the perceptions and meanings of the Movement for Adults Literacy – MOVA São Bernardo – in its partnership with the public sector, considering its participation for the purpose of overcoming the iliteracy current rates. Brazilian society faces the difficult task of changing this reality, for there are more than 13 million iliterate people over 15 years old nowadays in Brazil. Recognizing MOVA SP and MOVA ABC histories and the results of the documental analysis as a methodological resource enabled us to understand and interpret by means of the qualitative approach, the questions and reasons which motivate and make the partnership between the public sector and civil society viable in order to change the iliteracy recent rates. The specific focus in this analysis process was addressed to MOVA São Bernardo, highlighting the role of this movement in the State Politics and the identification of possibilities of purposeful articultation which can provide a process of collective liberating critical curriculum work with a view to promote the educative popular praxis in the Youths and Adults Education. This research evinces that the activists and educators who work with popular education can renew their practices, considering new patterns in the perspective of constant partnerships and dialogical relationships particularly with respect to the literacy and Youths and Adults Education based on the conscious struggle for the education rights |
