Teses de Doutorado

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Browsing Teses de Doutorado by Author "Amorim, José Pedro"

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    Interlocuções entre práticas educativas e o mundo do trabalho na educação de jovens e adultos - EJA - nível fundamental i em duas escolas no subúrbio ferroviário de Salvador-Bahia-Brasil
    (Universidade Católica do Salvador, 2020-12-22) Neves, Adna Santos das; Freitas, Kátia Siqueira de; http://lattes.cnpq.br/; Borges, Ângela Maria Carvalho; http://lattes.cnpq.br/; Carvalho, Inaiá Maria Moreira de; http://lattes.cnpq.br/; Amorim, José Pedro; http://lattes.cnpq.br/; Amorim, Antonio; http://lattes.cnpq.br/; Costa, Graça dos Santos; Costa, Jaqueline Pereira Ventura; http://lattes.cnpq.br/; http://lattes.cnpq.br/
    The research had as object of study the Interlocutions between educational practice and the world of work in the fundamental EJA I in 2 (two) schools in the Subúrbio Ferroviário, Salvador - Bahia. The general objective was to analyze how interlocutions between educational practices and the world of work materialize in 2 (two) schools of Youth and Adult Education - EJA Fundamental I, in the Subúrbio Ferroviário, Salvador - Bahia - Brazil, between the years 2016 and 2020. The specific objectives were: to identify, through the report of the working students of EJA I, their interest in the development of the theme education and the world of work in didactic situations proposed by the teacher; portray how the world of work is inserted in the guiding documents of educational practice: Curricular Proposal for EJA I from the Municipal Education System of Salvador, Political Pedagogical Project - PPP, School Rules, Plans and didactic projects; verify which actions are proposed by the Municipal Education Secretariat Salvador and by the teachers in the classroom, aiming at the development of the thematic world of work in the school spaces of EJA I in the researched schools and how they serve the interests of the working student. Thus the problem of the study arose: How does the dialogue between educational practices and the World of Work take place in 02 (two) municipal schools of EJA Fundamental I in the Suburbio Ferroviário de Salvador in the period from 2016 to 2020? The methodology used was applied research, following a qualitative approach through the analysis of categories, with input from the research participants' verbalizations, based on Saviani's Historical-Critical Theory (2011), and the case study as a theoretical-methodological procedure used with Gil (2002), Trivinos (1987), Ludke and Andre (1986) as theoretical contributions, as well as other authors, such as Gadotti (2014), Amorim (2012) and Di Pierro (2007), who discuss the Public Policy of EJA; Arroyo (2017), Ventura (2017), Ciavatta (2014), Borges (2010) and Carvalho (2008): Youth and Adult Education and the World of Work, Freitas (2019), Dos Santos Costa (2001), Freire (1967) and Scocuglia (2010): Educational Practices at EJA and Namorado (2009) and Amorim, José Pedro (2012) : Assumptions of popular education and solidarity economy and EJA, in the National and International sphere, among others referenced in the thesis, followed by the performance of documentary analysis on Youth and Adult Education (EJA). Due to the Covid-19 pandemic, thinking about the preservation of life, health and well-being of the people involved in the research, we used semi-structured interviews, through the Google Meet Platform, with 06 (six) teachers, 01 (one) manager and 02 ( two) pedagogical coordinators. The questionnaire was applied online, through Google Forms, with 42 (forty-two) students enrolled in the year 2020, and the virtual focus group technique was performed through the Google Meet Platform, with the help of TICs, with 05 (five) students who did not continue their studies in 2019, of the 02 (two) schools of EJA Ensino Fundamental I surveyed. The results obtained revealed: the yearning of working students for discussions related to the world of work and the development of practical activities regarding the theme, explored in class, the discontinuity of actions taken by schools in this regard, the lack of actions that dialogue with the fundamental EJA I through the Department of Education.