O Proeja no Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul - Campus Sertão - conquistas, tensões e desafios

• Ano de defesa: 2016
• Autor(a) principal: Tamanho, Valdir Bernardo
• Orientador(a): Marcon, Telmo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade de Passo Fundo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Faculdade de Educação – FAED
• País: Brasil
• Palavras-chave em Português: Educação e Estado; Educação permanente; Educação de adultos; Ensino profissional
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.upf.br/jspui/handle/tede/1264

This study has the objective to analyze the National Program of Integration from the Professional Education with the Basic Education in the young and adults levelPROEJA in Federal Institute of Education, Science and technology from Rio Grande do Sul (IFRS) Campus Sertão, searching to verify if the way how the Program is offered , is attending the proposed objectives by the program about its implantation. From the Decree law no. 5.840 from 2016 was instituted in federal level the incentive program to the Professional Education, including the Agro technical schools that with the Law no. 11. 892 in December 20th 2008, started to form the Federal Institutes (IFs). In August, 2007, MEC elaborated the Basic Document that supported and orientated PROEJA, which objective is to search not only the reduction of the inequalities, but the construction of a new society, which promotes the equality, economical and social politics and enable the approach of youngster and adults to the labor market. The general objective of this search is to analyze the integrated course of PROEJA in IFRS Campus Sertão in relation to the fulfillment of the objectives predicted in the Program, identifying the difficulties and advances pass by this modality of the course and such as specific objectives, it was intended: to evaluate The Pedagogical Project of each course, and its structure of planning; to identify the purposes of PROEJA such as modality of the course that allows the social inclusion of its students, to evaluate the problem of students' evasion through the relation between the enrolments and students graduated: to analyze the contribution of the program in the students' emancipation; to analyze the pedagogical practices that had success and the necessities of replanning so that The Program fulfils its objectives. The search has such as articulating problem to evaluate the extent to which PROEJA can provide a critical and emancipatory graduation in the subjects involved. Searching on how to achieve this challenge it was analyzed the legislation relative to the Program, school documents, and registers of the course compared with Paulo Freire, Miguel Arroyo, Marilda Behrens, Maria Ciavatta, Gaudêncio Frigotto, Pedro Demo, Ivani Fazenda, Edgar Morin, Sérgio Haddad, Maria Clara Di Pierro, Demerval Saviani, Jane Paiva, Boaventura de Souza Santos studies, among others. Based on the survey we conclued that one of the biggest challenge of this Program is the construction of an own identity to the youngsters and adults involved. Even without job guarantee or material improvements to the students' life PROEJA is fundamental to the new forms of constructions on how to interpret and know the reality.. Authors such as: Frigotto e Ciavatta (2005) treat PROEJA such as the first transdisciplinary pedagogy organization. Because of a demand that has students with a big social, cultural diversity, with different group ages, it's necessary a specific methodology of work, as well as an integrated curriculum system. The conclusion of this research is that PROEJA in IFRS , campus Sertão, got important advances, even facing many difficulties, among them: lack of knowledge on how working with this modality and the maintenance of the students enrolled in activities, avoiding the withdrawal from school and the evasion. On the other hand , it's important the students' return to school and the advances proportioned in relation to the self-esteem, improvements in the social and familiar life and the satisfaction of being enrolled and take part of an important institution of the region. In relation to the tensions lived in the course, the most of them happen to guarantee that the students that start the course can conclude their studies.