O lugar da educação popular na formação continuada de professores da EJA: a construção de novos possíveis no chão da escola pública.

• Ano de defesa: 2018
• Autor(a) principal: Oliveira, Adriana Bastos
• 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 popular; Educação de jovens e adultos; Formação continuada; Práxis pedagógica; Popular education; Young and adult education; Continuous formation; Pedagogical praxis; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/15308

This present research is a study of case and it investigates the theme Continuous Training for teachers of Young and Adult Education (EJA), in light of the principles of popular Education. Thus, it aims to analyze the elaboration, the development and the repercussion of a Formative Proposition with the teachers of EJA in Municipal School of Infant and Fundamental Education Damásio Barbosa of Franca in João Pessoa. This is a qualitative investigation, based on the cycle of the action-research (Thiollent, 1986;Tripp, 2005), being used for collecting technical data, such as the participant observation, the field journal, semistructured interviews. As well as the evaluation of materials, such as narratives, texts written by the teachers during the meetings of continuous training and school documents, such as the Political Pedagogical Project and the documents of pedagogical guidance. The analyses of the collected data have been done in light of the content analysis technic, by Laurence Bardin (2011), confirming the theoretical and empirical hypothesis, built along the stages of investigation-action, we have concluded that the paradigm of the Popular Education consists of an alternative and powerful way to create new possibilities, through the articulation of the multiple experiences and knowledge that lie on the ground of the Public School. Participating dialogistically in the space of reflexion -action about the pedagogical practice, provided the educators with the possibility of rethinking their own training, reconfiguring their place in the daily construction of a popular public education, involved with the subjective needs of the young and adult students, concerning the social and cultural complexities of the present time.