Educação de jovens e adultos uma perspectiva freireana e intercultural

Detalhes bibliográficos
Ano de defesa: 2012
Autor(a) principal: Hennicka, Micheli Daiani
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
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
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: http://repositorio.ufsm.br/handle/1/7030
Resumo: 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.