Pedagogia da alternância no Proeja: percursos e práxis em campi de institutos federais de educação, ciência e tecnologia

• Ano de defesa: 2016
• Autor(a) principal: Oliveira, Iraldirene Ricardo de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Pedagogy of alternation; Federal institutes; Rural education; Pedagogia da alternância; Institutos federais; Educação do campo; EJA/Proeja; Pedagogía de la alternancia; Institutos federales; Educación rural; Instituto Federal de Educação, Ciência e Tecnologia do Espírito Santo; Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos (Brasil); Educação rural; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/8520

This research analyses the possibility of effectuation of the formation in alternation in the classes of the National Program of Integration of the Professional Education with the Basic Education in the Modality of Education of Young persons and Adults (Proeja), focusing on the experiences of the Federal Institutes (IF) of Bahia and Pará, in the Santa Inês and Castanhal campuses, respectively. It identifies the path treaded in the conception of the proposals, its implantation and management. This is a case study of qualitative nature that, in the search field, was developed with the use of interviews, questionnaires, conversation circles, observation of the Time Community and documentary analysis. The data were analysed from the perspective of Paulo Freire's dialetic-dialogic, in which the dialog and the awareness are central categories. The theoretical base comprises authors and part of the scientific production in the fields of Rural Education, of the Popular Education, of the Professional Education and of the Education of Young persons and Adults. It emphasizes and argues on the factors in this type of formation and the aspects that require the intervention of the ones involved in the teaching and apprenticeship of formative processes guided by the Pedagogy of Alternation (PA). In relation to the campus Santa Inês, the necessity of a deepening is observed about the fields that interact in the offer of the Proeja from the formation in alternance, as well as the conception and organization of a curriculum suitable for this proposal of offer. It recognizes the experience of the Castanhal campus about this type of formation and the effort to meet the communities in the way it is conceived and organized the training course and the synthesis of the proposed methodological drawing. The results shows the challenges and difficulties faced in the construction and management of classes as well as in the development of teaching activity, especially in Community Time and presents the impression of the alternating ones and the difficulties they faced. It also indicate that the study achieved the proposed objectives and affirms the thesis that the PA may be an option in Proeja offer in the IFs, especially those that act in the agricultural sector by enabling dialogue between the different times and spaces which requires the construction of strategies and the use of pedagogical instruments that allow the integration of these times and spaces from what is experienced by alternating ones and intervention in reality.