A Educação de Jovens e Adultos e suas possibilidades no Plano Municipal de Educação do Conde/PB (2015-2025)

• Ano de defesa: 2019
• Autor(a) principal: Sena, Flávia Sousa 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; Poder local; Plano Nacional de Educação (PNE); Conde; Youth and Adult Education; Local government; National Education Plan (PNE); Conde city; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/19867

The present research investigates issues of Youth and Adult Education and its possibilities in the Municipal Plan of Conde city (PB), with a clipping on the initial series, referring to the alphabetization cycles. It brings as focus of attention the characteristics of the local government commitment with the Youth and Adult Education. It seeks to identify the discussion of Youth and Adult education together with the actions developed by the municipal teaching network of Conde city (PB), in the scope of the Municipal Education Plan (2015-2025), according to the goals of PNE (2014-2024). To reach such understanding, it was necessary to seek the comprehention of the inherent characteristics to the rooting processes of local government commitment in Youth and Adult Education spaces, as well as to know the actions developed by the teaching network of Conde (PB) in the ambit of PME (2015-2025) with the commitment to the Youth and Adult Education. It was adopted the qualitative research as the guiding thread of the study, within the scope of an exploratory research, electing, in the course, the indicative method, for the elucidation of the problems raised. The data collection phase took place in a Freire’s dialogal perspective, covering the researched territory, listening to the research subjects, with themes that started from open questions, in order to find, or not, evidence of the elements sought in this research. The data were acquired through field journal notes, from semistructered interviews with technicians from the municipal education office and educators, as well as through focus groups with students that represent a possible demand on EJA. We verified that the reading and writing acquisition processes, which should be associated to EJA alphabetization cycles, are important aspects for the existence and materialization of the goals of the Municipal Education Plan for this type of teaching, since that the alphabetization and adult literacy are important part on the processes of permanence and continuity of the existing demand among the interested ones of the city.