Políticas públicas de EJA no município de Serra : (in)possibilidades e desafios do PROEJA-FIC

• Ano de defesa: 2011
• Autor(a) principal: Batista, Andréa de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educação profissional; PROEJA-FIC; Educação de jovens e adultos; Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos (Brasil); Educação de adultos; Ensino profissional; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/2290

This study seeks to tackle what are the course and management practices undertaken by the city of Serra while implementing the National Program Integration for Professional Education with Basic Education in the Youngster and Adult Education Modality - Initial and Continuing Education - PROEJA-FIC. In general we try to explicit which ways the process of the program implementation were undertaken, leading us from the following guiding questions: What are the social and political logics that underlie, concerning to the relationship between schooling and the world of working mediated by the PROEJA-FIC adhesion in the municipality of Serra? If there have not had any improvement in the establishment of a policy that considered the Youngster and Adult Education as modality in the moment of adhesion, what mobilized managers to sign such membership? To support this goal, we outlined ways that would allow us identify the principles that permeated the program adhesion and would bring out elements that would enable us discuss the difficulties, dilemmas and even the advances that have emerged in the implementation course. We looked for a theoretical framework that could orient us in the studies of Youngster and Adult Education and education for work. Therein, this research is carried out according to the studies by Paiva (2004, 2007), Oliveira (2004, 2011), Favero (2004, 2009), Frigotto (1989, 2002), Küenzer (1986, 1992, 2000), Beisiegel (1974), Marx (1978) among others. The methodology used was a case study, which had as subject the PROEJA-FIC students, the managers of the partner institutions and a public school. As for the methodological tools, we used semi-structured interviews and documentary analysis. The results showed us that the implementation of the FIC-PROEJA in the city of Serra did not take into account the effective integration in the institution of the Youngster and Adult Education with Professional Education. This possibility is deconstructed, as neither the municipality nor IFES take the principles that underlie the establishment of the Program. When the municipality does not, actually, assume the commitments to ensure its participation in the development of the pedagogical project PROEJA-FIC and to foment spaces and facilities for continuing education, it opens paths for non-accomplishment of the proposal in its totality. We should take into consideration, however, that the PROEJA is an important governmental action for Youngster and Adult Education. So, it is necessary this policy to be assumed in its entirety and the proponent institutions to be able to form a more efficient and qualified network of interlocution that could be also recognized in a political Youngster and Adult Education offering agenda articulated to Professional Education.