Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
ARAÚJO, Grácia Maria Nolasco Fraga
 |
| Orientador(a): |
PORTELA, Edinólia Lima
|
| Banca de defesa: |
PORTELA, Edinólia Lima
,
MORAES, Lélia Cristina Silveira de
,
SANTOS, Simone Valdete dos
|
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal do Maranhão
|
| Programa de Pós-Graduação: |
PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSO
|
| Departamento: |
DEPARTAMENTO DE EDUCAÇÃO II/CCSO
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tedebc.ufma.br/jspui/handle/tede/5840
|
Resumo: |
This Master's dissertation is part of the research group "School, Curriculum and Teacher Training" of the Federal University of Maranhão - UFMA and has as its general objective to analyze the repercussions of the Youth and Adult Literacy Journey of Maranhão - "Yes, I can" - Culture Circles in the lives of graduates, according to the dimensions of analysis: literacy, continuity of studies and employment and income. The Literacy Journey was one of the actions in the education dimension of the More Human Development Index Plan, the More HDI, instituted in 2015 by the state government, which aimed to promote actions and strategies to overcome extreme poverty and social inequalities in the urban and rural areas of the municipalities that had the lowest Municipal Human Development Indexes - MHDI in the State of Maranhão, appointed by the 2010 Census. In carrying out the research, we adopted the qualitative approach, with instruments and techniques of bibliographic, documentary and empirical research. To support this work, we rely on Gadotti (2003); Rummert (2007); Haddad (1997, 2009, 2019); Haddad & Di Pierro (2000); Di Pierro, Joia, Ribeiro (2001); Di Pierro (2005); Strelhow (2010); Catelli Jr (2014, 2019); Brandão (2008). Regarding the literacy category, we dialogue with Freire (1982, 1983, 1987, 1999, 2003, 2021); Freire & Macedo (2021); Díaz (2003, 2005), Díaz & Souza (2009); Ribeiro (1997). Allied to the bibliographic study, we resorted to the analysis of the documents that implemented and guided the Literacy Journey in Maranhão – "Yes, I can" – Culture Circle, such as Decree No. 30.612 of January 2, 2015, which instituted the More HDI Plan; Project for the Implementation of the Literacy Journey in Maranhão (2015); Educator's Notebooks: Yes, I can! (2016) and the Culture Circle (2018); Final Report of the First and Second Phase of the Journey (2017; 2018) prepared by the National Literacy Brigade, also publication in magazines, newspapers, websites, among others. With regard to empirical research, we anchored ourselves in the technique of focus groups and application of questionnaires in the perspective of establishing the profile of the subjects. The records produced were treated according to the Content Analysis technique, proposed by Laurence Bardin (2016). The research was applied in the Municipalities of Água Doce do Maranhão and Belágua, with 18 graduates. The results reveal that the graduates had a rudimentary literacy, achieving reading and writing of words and writing of names, which contributed to the elevation of self-esteem, understanding of citizenship, more autonomy in everyday situations, access to digital technology and a moment of learning and joy. The conclusions indicate that most did not continue their studies at EJA and a small sample placed the Journey as an opportunity for employment and income. Despite the demonstration of contentment for knowing how to read and write, we understand that, for a more effective literacy, it is imperative to democratize and equalize the learning process, providing conditions for access and permanence in studies. The study led us to understand the importance of a proposal of the magnitude of the Literacy Day of Maranhão, which intends to remove from exclusion the thousands of Maranhão people who were denied access and/or permanence in school. |
