Acolhida e permanência de egressas e egressos EJA-Proeja no ensino superior: auto(trans)formações possíveis

• Ano de defesa: 2019
• Autor(a) principal: Soares, Ivani
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional; Centro de Educação
• Palavras-chave em Português: EJA/Proeja/ensino superior; Acolhida e permanência; Pedagogia dialógica; EJA/Proeja/higher education; Welcoming and permanence; Dialogical pedagogy; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/18643

Master Thesis inserted in the Research Line 2: Pedagogical Management and Educational Contexts, of the Professional Masters in Public Policies and Educational Management of UFSM, in the theme Education, Dialogue, Humanization and Citizenship (Paulo Freire perspective). The thematic is the acceptance and permanence of the students who graduated from the EJA / PROEJA programs in Higher Education. We noticed that trust links are created between teachers and students in Youth and Adult Education, thus, there is a need for attention for transition from school to study cycle. The enrollment of these students in Higher Education has been, in majority, an exception made possible by the programs of social quotas, created in 2008. This was a great step in the democratization of Higher Education in Brazil, however, it is not enough to guarantee such access, we need to enable the rise and permanence of these students, especially in face of the reality of school dropout. Thus, having a good reception and permanence plans for all its publics is fundamental for any Higher Education Institution. In line with the objectives of the Education Plans for the EJA and with the proposal of integrating professional education with basic education, together with PROEJA, we seek to identify how, and if, there are institutionalized programs of reception and stay in the UFSM Undergraduate Courses. We intend to present an Agenda for the proposal of a Plan of Acceptance and Permanence, feasible for implementation. Among the references used, the Pedagogia de Freire is in dialogue with the studies of Josso (2010), Henz (2003, 2015), Pereira (2015), Brandão (1981) and Santos (2011). This research, methodologically hermeneutic, through dialogical pedagogy, discusses with alumni EJA / PROEJA, having a keen eye and a sensitive listening to understand the meaning of their needs. For this work, we have used the epistemologicalpolitical research proposal of the Investigative-self(trans)formative Dialogical Circles in coauthoring with volunteers from the EJA / PROEJA programs, students of the UFSM Undergraduate Courses. We start from the premise that a truly democratic program is the one that allows for continuity of action, leading learners to seek more autonomy. After joint reflections, questions about the prejudice involving these people have arisen more intensely, as well as the feeling of lag in terms of programmatic and cultural contente and difficulties in access to information and communication. Among the welcome actions of welcome, we have proposed the promotion of actions of coexistence of freshmen and veterans, disclosure of institutional benefits, solidarity trot and information about extracurricular projects. As for permanence, we mention the need to encourage public policies for social inclusion, help of tutors, participation in study groups, workshops, seminars, and lectures, promotion of meetings of collective studies and creation of a collaborative network of walking assistance and opportunities for interaction between students and teachers in, presential or virtual, learning environments. Each participant's process of self-(trans)formation was visible through the awareness of reflection on one's own responsibility in conducting the studies, as well as the need for personal empowerment, taking their place, hard earned, as academics and academics.