A experiência do PROEJA-FIC/PRONATEC na Secretaria Municipal de Educação de Goiânia: a construção do currículo pelos sujeitos da educação de adolescentes, jovens e adultos (EAJA)

• Ano de defesa: 2016
• Autor(a) principal: Lacerda, Cláudio Virote
• Orientador(a): Rodrigues, Maria Emilia de Castro
• Banca de defesa: Rodrigues, Maria Emilia de Castro , Costa, Cláudia Borges, Limonta, Sandra Valéria
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação (FE)
• Departamento: Faculdade de Educação - FE (RG)
• País: Brasil
• Palavras-chave em Português: Trabalho; Omnilateralidade; Proeja-FIC/Pronatec; Currículo integrado; PPP-EAJA
• Palavras-chave em Inglês: Job; Omnilaterality; Proeja-FIC / Pronatec; Integrated curriculum; PPP-EAJA
• Área do conhecimento CNPq: EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/6520

This study aimed to analyze the curriculum of the construction process in the field school from the continuing education movement performed both in the environment of the School of the Federal University of Education of Goiás and in the school environment. For both investigated the training of subject teachers and students at the National Vocational Education Integration Program in Basic Education in Adult and Youth Education Mode - Initial and Continuing Training with the National Program for Access to Technical Education and Employment (Proeja-FIC/Pronatec) from the pilot experiment conducted at the Municipal School Full Time Garden New World (EMTIJNM). With the extension of the experience for nine schools of the Municipal Education (RME) of Goiania the program now has the foundations of Proeja-FIC/Pronatec a continuing education process for all professionals involved on the grounds of the Political Proposal teaching teenagers of Education, Youth and Adults (PPP-EAJA) a movement of human training to work in the integrated curriculum perspective. For both the writing of the research sought to consider an approach based on the work category, which permeated the entire theoretical construct from conceptual developments. Thus the text includes a discussion of the integral formation that inevitably brings up the discussion of the work as an educational principle and related discussions, such as the historical duality between knowing and doing, and related concepts. This discussion led to a discussion of the comprehensive training and integration of Basic Education (EB) and Professional Education (EB) in the Youth and Adult Education (EJA) in the integrated curriculum perspective. From this approach it was made a contextualization of the processes of creation of Proeja, Proeja-FIC and Pronatec and the relationship with continued training in aspects of PPP-EJA fundamentals with a view to curriculum development in the integrated curriculum perspective. We have analyzed the process of continuing education within the FE/UFG and school, both in actual training times as in times of collective planning in order to follow this curriculum construction and found through the analysis that such a curriculum construction has not told the integration necessary for the construction of the integrated curriculum as envisaged, but which had interdisciplinary movements that contributed to an approach of this proposal.