Educação popular e educação de jovens e adultos: entre o pensar e o fazer dos professores de História de Cajazeiras – PB

• Ano de defesa: 2023
• Autor(a) principal: Bastos, Raquel Leão de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Educação de jovens e adultos; Educação popular; História - Ensino; Formação de professores; Currículo escolar; Youth and adult education; Popular education; History - Teaching; Teacher training; School curriculum; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/29913

The present research aims to analyze the main conceptions of History teachers at EJA, from the municipal network of Cajazeiras - PB, about Popular Education and the relationships of these ideas with their daily teaching practices. In order to achieve this aim, we elaborated the following specific objectives: to discuss about the Teaching of History and its historiographical and pedagogical influences for the formation of transforming subjects of the social reality from the strengthening of the historical consciences; reflect about teacher training and its relationships with the specificities of EJA; to investigate the theoretical-methodological relations between the teaching of History and Popular Education from the teaching practice of History teachers who work in the EJA of the municipal network of Cajazeiras and to relate the Local History with possibilities of approximation between the Teaching of History in the EJA and the students' reality, dialoguing knowledge and giving meaning to educational practice. Our research is characterized as a case study, from an exploratory and qualitative bias, in which we seek to unveil our object by resorting to interviews with five professors of History from the teaching public network of Cajazeiras. To complement our analyses, we also proceeded with participant observation in the daily of these teachers' History classes. As important authors for the construction of our work, we can point out Arroyo (2007); Alberi (2004); Bittencourt (2008); Brandão (2012); Freire (2011), among others. We understand that, even in the face of so many more political and progressive education proposals, as in the case of Popular Education, many difficulties are still faced so that these pedagogical conceptions can be effectively experienced in the school routine, especially in Youth and Adult Education. Our research pointed out that, even the majority of teachers expressing a discourse aligned with the assumptions of Popular Education, there are still many obstacles for it to materialize in the school daily. Faced with these difficulties, many teaching experiences are still characterized by their positivist and traditional bias.