Alfabetização de jovens e adultos: Autonomia dos sujeitos na perspectiva da educação libertadora em Paulo Freire

Detalhes bibliográficos
Ano de defesa: 2023
Autor(a) principal: SOUSA, Polyana dos Santos lattes
Orientador(a): BARROSO, Betania Oliveira lattes
Banca de defesa: BARROSO, Betania Oliveira lattes, RÊSES, Erlando da Silva lattes, SILVA, Ilma Maria de Oliveira lattes, SALES, Márcia Castilho de lattes, ZAPAROLI, Witembergue Gomes lattes
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 FORMAÇÃO DOCENTE EM PRÁTICAS EDUCATIVAS - PPGFOPRED
Departamento: DEPARTAMENTO DE EDUCAÇÃO I/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/5144
Resumo: The present dissertation has as its central axis Youth and Adult Literacy: the autonomy of individuals from the perspective of liberating education in Paulo Freire. Its objective is to analyze the literacy process in Youth and Adult Education and its contributions to the development of autonomy and transformation of the learner participants. For the theoretical framework, we presented the historical context of Youth and Adult Education in Brazil, with an emphasis on the 20th century, engaged with literacy approaches, and presented literacy from the Freirean perspective. In the methodological field, we followed the paths of qualitative research and engaged with the categories of totality, contradiction, historicity, and mediation of dialectical historical materialism. The research was guided by the interventionist approach of action research, with eight learner participants in the study. The research site was Mariana Luz Municipal School. For data collection, we used field diaries, recordings, and the implementation of a cultural circle, which allowed us to gather the vocabulary universe and select the generative word. We used collective text to capture recurring issues. To analyze the data, we began with the memories related to literacy that the learners bring to the classroom, and we also presented how the Freirean literacy praxis can contribute to the development of learners' autonomy, sharing participants' accounts and experiences of how literacy grounded in liberating education transformed their lives.