As políticas públicas na educação de jovens e adultos a partir do Programa Paraná Alfabetizado (2004-2012)
| Ano de defesa: | 2013 |
|---|---|
| Autor(a) principal: |
Silva, Evandro Anderson da
 |
| Orientador(a): |
Correa, João Jorge
|
| Banca de defesa: |
Dittrich, Ivo José
,
Silva, Amarildo Jorge da
|
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Estadual do Oeste do Parana
Foz do Iguaçu |
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Sociedade, Cultura e Fronteiras
|
| Departamento: |
Centro de Educação, Letras e Saúde
|
| País: |
BR
|
| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | http://tede.unioeste.br:8080/tede/handle/tede/2603 |
Resumo: | This thesis analyzes systematically the Education of Youth and Adults - EJA especially in the aspect of literacy in the programs in Brazil Alfabetizado and Paraná Alfabetizado( Literate). The analyzes seek to identify this type of education in its various aspects: political, pedagogical, psychological, historical, curricular, evaluative, teaching-learning, theory and other dimensions that are part of it and precludes its overcome. It is understood that the two programs are educational policies of the Union and the State used to overcome illiteracy. Initially appointed, some social indicators demonstrate the urgency to create policies and actions to overcome illiteracy and give conditions for the access to basic education to all the people excluded from school. A historical retrospective of EJA is made, indicating its journey from the first concrete discussions on the 1940s to the year 2012. It is followed by a description of the major public policies to attend the literacy in that period. It ends up describing how the program Brazil Alfabetizado (Literate) is organized and its main guidelines and organization. The second chapter examines how the program Paraná Alfabetizado PPA (Literate) is organized, including the training, guidelines and concepts. In this analysis there is an approach about the main descriptions made in response to the Letter No. 059/10 Contas do Governo (Accounts Government)of 26/04/10,in which questions about the PPA activities are made. Then a study is made about the Relátorio Sintese (the Synthesis Report) of the meeting of the PPA Training Course Coordinators addressing to the main results of the discussions held in Faxinal do Céu .Then the conceptions of the State Curriculum Guidelines used in EJA Paraná and how it organizes the curriculum in the literacy process are investigated. The results obtained by the PPA in the city of Foz do Iguaçu, demonstrating the advances and setbacks obtained by the program, are shown next. The chapter is finalized bringing discussions of two authors on the characterizations given to the EJA students. Soares, 2001 EJA highlights the need to rethink and theorize some issues and points to "the need to establish a more detailed profile of the student, taking the reality into which they are inserted as the starting point of pedagogical actions, rethinking the curriculum methodologies and appropriate materials to their needs and a teacher training consistent with the specificity of the EJA (...) ". The author stresses thatan outdated characterization of the students occur , describing them as the newcomer migrant to the metropolises, sons of farm workers with little education that tries to change the social group they belong. Moura, 2006 describes that these individuals go to school late, that although they entered the labor market and work in the production of material goods, they are excluded from the profits of these products, they are ignored and marginalized by society, treated in a childish and foolish way, suffering all kinds of discrimination and prejudice. Schwartz, 2010, describes that there are representations based on common sense, as we consider them unable to perform certain tasks, or that to teach it is not necessary a teacher, or the use of the term "national scourge." These expressions characterize the literate as someone who has not developed culturally. This view devalue the knowledge of the individual. Issues such as who are the learners? How do they live? What do they think and do? Why did they decided to study? should be a concern of the literacy programs and adult education Schwartz indicates that the learners should be seen as intelligent people with their own culture, who live and work. When teaching and learning about how to read and write, teachers should consider the existence of fears and how to work to overcome them. Many students have a traditional experience in education, and should be conducted to understand a new kind of school, where their knowledge is considered and helps building their learning. The teacher should take the student to see themselves as thinking, critic, valuing individuals, valuing the knowledge they bring. |