Educação de jovens e adultos uma perspectiva freireana e intercultural

• Ano de defesa: 2012
• Autor(a) principal: Hennicka, Micheli Daiani
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; BR; Educação; UFSM; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educação; Educação de Jovens e Adultos (EJA); Paulo Freire; Intercultura; Education; Education for youths and adults; Interculture; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/7030

The present Master Thesis in Education was developed in the line of Research: Education, Knowledge and Professional Development of Post- Graduation Program, Federal University of Santa Maria / RS. This dissertation has as central theme Education for Youths and Adults (EJA). Having accordingly as the research problem, the following question: What are the current Freirean propositions for Youths and Adults in the context of Brazilian education? And as general objective: To investigate the contributions and the present epistemological Freirean ideas and propositions for Youths and Adults. For the development of this Master Thesis, was adopted a qualitative methodological approach, using the literature type research. Regarding the theoretical framework, it consists basically of Paulo Freire (1980, 1992, 2002, 2005) in dialogue with other interlocutors such as: Arroyo (2000), Barcelos (2005, 2006, 2010), Fleuri (2001, 2003, 2007), Henz (2002, 2006, 2010), Souza (2002), among others. Initially the research was carried out a mapping of the historical setting of Youths and Adults, with reference to historical and epistemological proposal adult literacy designed by Paulo Freire (1921-1997). At this stage, it was realized that Freire has brought and still brings many contributions to adult education, one is its proposal for adult literacy. Well, this differs from the proposals that we and / or have, which only the proposed encoding / decoding of reading and writing, detached from reality, culture and needs of the literacy. And that is why, secondly, an approach was made through a parallel between this proposal and Freirean adult education as it presents itself in the current Brazilian educational scenario. Thus, seeking to demonstrate the relevance of the contributions of Paulo Freire for that modality. In addition, approaches were made between the proposed Freirean and intercultural education perspective, seeking to identify the contributions of both to teacher training of adult education today. The relevance of this research is currently focused on the contributions of Paulo Freire to EJA, which provoke the educators to (re)create, (re)invent, (re)discover ways to (re)educate our youths and adults.