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Publication
Aprendizagens e identidades no PROEJA do IFMA/Campus São Luís - Maracanã: um olhar etnográfico
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| 2.73 MB | Adobe PDF |
Authors
Abstract(s)
Este estudo pretendeu compreender a cultura da Turma 211 do Curso de Cozinha/PROEJA do
IFMA, para identificar se, na materialização da proposta do programa, há inovação pedagógica.
Através da investigação dos padrões culturais da turma e evidenciando as representações dos
sujeitos envolvidos no processo, buscou conhecer as contribuições do programa para a vida
pessoal e profissional dos educandos. Analisou as práticas pedagógicas, situando-as em termos
de inovação ou contínuo de práticas tradicionais, enfatizando o papel das identidades culturais
dos educandos no processo educativo. Pela natureza do estudo, trata-se de abordagem
metodológica de natureza qualitativa, de perspectiva etnográfica. Desenvolveu-se através da
imersão da investigadora no cotidiano da cultura estudada, utilizando várias formas de
recolhimento de dados, como, por exemplo, a observação participante e a entrevista, que
permitiram uma aproximação das realidades vivenciadas pelos sujeitos e suas representações,
que se tornaram importantes registros para o diário de campo, outro importante instrumento de
pesquisa utilizado. A investigação permitiu a compreensão de que o PROEJA é para aqueles
sujeitos, professores e educandos, um valioso meio para garantir a escolaridade básica para
milhares de jovens e adultos, que por diferentes motivos tiveram os estudos interrompidos, bem
como permite a tão almejada inserção no mundo do trabalho, por ser integrada à formação
profissional. A execução do Programa, com base em suas concepções e princípios, entre as
quais se destaca a valorização e envolvimento das experiências pessoais, educacionais e
profissionais que constituem as identidades do público da EJA, permitiu o estabelecimento de
novos contextos de aprendizagem para a Turma, a nível micro, rompendo com princípios e
práticas do paradigma fabril que se estabeleceu nas instituições escolares, porém, na escola a
consolidação da inovação pedagógica ainda é um desafio.
This study intended understand and describe the culture of Class 211 of IFMA's Cooking Course / PROEJA, to identify if, in the materialization of the program proposal, there is pedagogical innovation. Through the investigation of the cultural patterns of the class and highlighting the representations of the subjects involved in the process, it sought to know the contributions of the program to the personal and professional life of the students. It analyzed pedagogical practices, placing them in terms of innovation or continuity of traditional practices, emphasizing the role of learners' cultural identities in the educational process. Due to the nature of the study, it is a methodological approach of qualitative nature, of ethnographic perspective. It was developed through the immersion of the researcher in the daily life of the studied culture, using various forms of data collection, such as participant observation and interview, which allowed an approximation of the realities experienced by the subjects and their representations, which became important records for the field diary, another important research tool used. The research allowed the understanding that PROEJA is for those subjects, teachers and learners, a valuable means to guarantee the basic education for thousands of young people and adults, who for different reasons had their studies interrupted, as well as allows the long desired insertion in the world of work, as it was integrated into vocational training. The execution of the Program, based on its conceptions and principles, among which stands out the valorization and involvement of personal, educational and professional experiences that constitute the identities of the public of the EJA, allowed the establishment of new learning contexts for the Class, at the micro level, breaking with principles and practices of the factory paradigm that was established in school institutions, but at school the consolidation of pedagogical innovation is still a challenge.
This study intended understand and describe the culture of Class 211 of IFMA's Cooking Course / PROEJA, to identify if, in the materialization of the program proposal, there is pedagogical innovation. Through the investigation of the cultural patterns of the class and highlighting the representations of the subjects involved in the process, it sought to know the contributions of the program to the personal and professional life of the students. It analyzed pedagogical practices, placing them in terms of innovation or continuity of traditional practices, emphasizing the role of learners' cultural identities in the educational process. Due to the nature of the study, it is a methodological approach of qualitative nature, of ethnographic perspective. It was developed through the immersion of the researcher in the daily life of the studied culture, using various forms of data collection, such as participant observation and interview, which allowed an approximation of the realities experienced by the subjects and their representations, which became important records for the field diary, another important research tool used. The research allowed the understanding that PROEJA is for those subjects, teachers and learners, a valuable means to guarantee the basic education for thousands of young people and adults, who for different reasons had their studies interrupted, as well as allows the long desired insertion in the world of work, as it was integrated into vocational training. The execution of the Program, based on its conceptions and principles, among which stands out the valorization and involvement of personal, educational and professional experiences that constitute the identities of the public of the EJA, allowed the establishment of new learning contexts for the Class, at the micro level, breaking with principles and practices of the factory paradigm that was established in school institutions, but at school the consolidation of pedagogical innovation is still a challenge.
Description
Keywords
PROEJA Inovação pedagógica Etnografia Aprendizagem Identidades Pedagogical innovation Ethnography Learning Identities Currículo e Inovação Pedagógica . Faculdade de Ciências Sociais