Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Ataides, Oberdan Quintino de
 |
| Orientador(a): |
S??veres, Luiz
|
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Cat??lica de Bras??lia
|
| Programa de Pós-Graduação: |
Programa Strictu Sensu em Educa????o
|
| Departamento: |
Escola de Educa????o, Tecnologia e Comunica????o
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://bdtd.ucb.br:8443/jspui/handle/tede/2010
|
Resumo: |
The Youth and Adult Education is a type of education whose history in Brazilian education was marked by moments of appreciation and other depreciation and oblivion. At present, the EJA has gained political and educational space, therefore, this study sought to identify the contributions of dialogue practice in the teachinglearning process developed by PROEJA teachers, EJA modality articulated vocational training. The dialogue, as a pedagogical element in view of Martin Buber (1878-1965) and Paulo Freire (1921-1997), is an important element of dialogue, building knowledge, recognition of being and builder of otherness. For these young adults, women and older workers, the dialogical mediation presents itself as a force able to recognize its historicity and provide the transformation of their reality. The research methodology was used a qualitative approach and presents a case study of a Public Institution Federal education in the state of Goi??s. The data were collected through documentary research and semi-structured interviews. They interviewed six teachers who work in PROEJA courses a federal public institution. The data were subjected to content analysis of the interviews. The elements presented in the analysis of the interviews reveal that dialogue as a pedagogical element provides rapprochement between teacher and students, creating a horizontal relationship of respect and fellowship, facilitating the teaching-learning process. Teachers reveal the dialogical practice moves the educational process, leading to the collective construction of content and knowledge and appreciation of PROEJA student knowledge. also show the importance of experience, the exercise of practice, dialogue and epistemological circles as successful practices for PROEJA. Reveal still be necessary for teachers to seek dialogue and praxis of dialog, the transdisciplinary work and the dissemination of knowledge to the EJA is able to promote the autonomy and liberation. |
