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Publication
A produção de loas por estudantes no processo de letramento em uma turma de Eja. Abertura de caminhos para a inovação pedagógica?
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Authors
Abstract(s)
A presente pesquisa teve como objetivo geral investigar se a construção de loas pelos
estudantes da EJA – Educação de Jovens e Adultos, facilita o seu processo de letramento
e possibilita abrir caminhos para a inovação pedagógica. Abordamos as seguintes
categorias: construtivismo, educação popular, EJA, letramento e a inovação pedagógica.
Numa perspectiva: a teoria construtivista como sendo uma teoria cognitivista relevante
na qual que se explica que o conhecimento é construído pelos sujeitos na interação com
o objeto a ser apreendido. A educação popular ou se consolidava como um paradigma
geral da educação, com base na educação democrática visando uma educação de
qualidade para todos, ou se confinaria na importante, mas limitada, educação para os
excluídos. A Educação de Jovens e Adultos, na concepção construtivista passa ser
entendida num novo âmbito: uma perspectiva que não os infantiliza, mas os percebe como
sujeitos ativos no seu processo de aprendizagem. O letramento depende da forma que a
leitura e a escrita são concebidas no contexto social; daí a importância das loas do
maracatu, pois as mesmas retratam a realidade em nível local e global, servindo para
integrar os saberes prévios e sistematizados. Ressaltamos a inovação pedagógica como
paradigma emergente visando à superação da prática tradicional que excluiu muitos
educandos da escola regular, por isso a necessidade deste novo olhar para a EJA. A
metodologia utilizada foi qualitativa com característica etnográfica, com as técnicas:
observação participante, entrevista e diário etnográfico, tendo como locus e sujeitos a
Escola Municipal Torquato Ferreira Lima e os estudantes bem como a professora da
segunda fase da Educação de Jovens e Adultos. Os resultados demonstram que a produção
de loas por estudantes no processo de letramento no primeiro segmento da EJA contribuiu
para a emergência de evidência de inovação pedagógica.
The present research aimed to investigate whether the general building LOAs by students of the EJA makes your literacy process and enables open paths to the pedagogical innovation. We cover the following categories: constructivism, popular education, ADULT and YOUTH EDUCATION, literacy and innovation pedagogically. In: constructivist theory as a theory relevant cognitive at which it is explained that knowledge is constructed by subject in the interaction with the object to be seized. The popular education or consolidated as a general paradigm of education, based on democratic education aimed at a quality education for all, or if confinaria in important, but limited, education for the excluded. The Adult and youth education, constructivist design passes be seen in a new context: a perspective other than the infantiliza, but the see how active your subjects learning process. The literacy depends on the way that reading and writing are designed in the social context; Hence the importance of the loas of maracatu, do the same depict reality local and global level, serving to integrate previous knowledge and systemized. We emphasize the pedagogical innovation as a paradigma emerging aimed at overcoming the traditional practice which excluded many students from the mainstream school, hence the need for this new look for the EJA. The methodology used was qualitative-ethnographic techniques: participant observation, interview and ethnographic journal, with locus and subject to Torquato Ferreira Lima Municipal school and students and teacher of the second phase of adult and youth education. The results show that the production of loas by students in the literacy process in the first segment of the EJA contributed to pedagogical innovation.
The present research aimed to investigate whether the general building LOAs by students of the EJA makes your literacy process and enables open paths to the pedagogical innovation. We cover the following categories: constructivism, popular education, ADULT and YOUTH EDUCATION, literacy and innovation pedagogically. In: constructivist theory as a theory relevant cognitive at which it is explained that knowledge is constructed by subject in the interaction with the object to be seized. The popular education or consolidated as a general paradigm of education, based on democratic education aimed at a quality education for all, or if confinaria in important, but limited, education for the excluded. The Adult and youth education, constructivist design passes be seen in a new context: a perspective other than the infantiliza, but the see how active your subjects learning process. The literacy depends on the way that reading and writing are designed in the social context; Hence the importance of the loas of maracatu, do the same depict reality local and global level, serving to integrate previous knowledge and systemized. We emphasize the pedagogical innovation as a paradigma emerging aimed at overcoming the traditional practice which excluded many students from the mainstream school, hence the need for this new look for the EJA. The methodology used was qualitative-ethnographic techniques: participant observation, interview and ethnographic journal, with locus and subject to Torquato Ferreira Lima Municipal school and students and teacher of the second phase of adult and youth education. The results show that the production of loas by students in the literacy process in the first segment of the EJA contributed to pedagogical innovation.
Description
Keywords
Paradigma Construtivista Educação popular EJA Letramento Inovação pedagógica Constructivist paradigm Popular education Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais