Percursos de mulheres no programa nacional de integração da educação profissional com a educação básica na modalidade de educação de jovens e adultos (Proeja)

• Ano de defesa: 2019
• Autor(a) principal: Fontella, Caren Rejane De Freitas
• Orientador(a): Lima, Valderez Marina do Rosário
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Escola de Humanidades
• País: Brasil
• Palavras-chave em Português: Trajetórias; Educação; Mulheres; Restinga; Proeja
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/8520

This research analyzes the educational trajectories of women that are egress from professional education of young people and adults of Human Resources Technical Course of Campus Restinga/IFRS from 2012 to 2016. It was based on genre studies, through a Marxist feminism perspective. It aims to answer the following question: How and in what extend genre social relations and social role that women play in our current society imply in their educational trajectories? This research is a qualitative type of study and its corpus is consisted of semi-structured interviews, based on Flick's theory (2004). It employs the Discursive Textual Analysis (DTA) as method of analysis, according to Moraes and Galiazzi's perspective (2007). This research brings contributions to educational field, mainly to IFRS Campus Restinga, presenting the egresses' trajectories point of view in genre studies, in different times and spaces in which they are developed, besides the contribution to Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos (Proeja) qualification as a public policy, aiming the enlargement and universalization of women's access, permanence and social rights; reduction of several inequalities, especially the genre ones. Through the analysis it could be inferred that there is a correlation between social influences and the reproduction of genre social role, which are reflections of cultural-historic implications in school trajectory of those women, once the reasons for the interruptions of it were always related to activities that are socio-historic and culturally assigned to women. The greatest influence on women's school trajectory comes from the reproduction of the role of women within the family. Society, including women, continue to reproduce the dominant ideology, which contributes to the preservation of gender stereotypes, which relate women to the care and protection of other family members and domestic tasks necessary for social reproduction of the family. Which of course keep them in private space and therefore away from school. We infer that the increase of schooling was an essential prerequisite to women's empowerment in all social spheres. It is possible to affirm that citizen, human education, promoted by Campus Restinga - IFRS, precedes the qualification for working and is based on the commitment of assuring that egresses have the capability to keep themselves developing. It was found that the conclusion of basic education at IFRS enabled the egresses to have access to graduation level and the continuity of their studies, besides of having contributed to acquisition of knowledge, attitudes and change of attitudes connected to life quality and to work. Thus, this work has potential to describe alternatives for offering Proejas at Federal Institutes, in order to provide a differentiated educational modality, paying attention to adult women and their reality, in a way to ensure permanence and conclusion of studies, and besides that, the enjoyment of studying and the achievement of a higher level of education. Therefore, the education that has being promoted by Federal Institutes tries to break the dominant thinking, since it offers a plural education based in autonomy and full development of citezens, not aiming just labor market but the formation of critical, autonomous and participative individuals, who respect diversity.