Educação de adultos e comunidades quilombolas
It is defended the idea that being and doing adult education can be understood here in this study as a type of differentiated teaching and very well articulated, from the pedagogical point of view, than other types of teaching. One of the methodological differences and objectives of the schools that...
| Autor principal: | SILVA, Alexandre Santos da |
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| Grau: | Dissertação |
| Idioma: | por |
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Universidade de Trás-os-montes e Alto Douro
2022
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https://repositorio.ifpa.edu.br/jspui/handle/prefix/238 |
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oai:10.0.2.15:prefix-2382023-06-26T23:09:12Z Educação de adultos e comunidades quilombolas SILVA, Alexandre Santos da LOUREIRO, Armando Paulo Ferreira http://lattes.cnpq.br/1912293438224800 https://orcid.org/0000-0003-3039-3872 Universidade de Trás-os-Montes e Alto Douro - Portugal Educação de adulto Comunidades Quilombola Saber cultural Adult education Quilombola communitie Cultural knowledge CNPQ::CIENCIAS HUMANAS::EDUCACAO Educação de adultos It is defended the idea that being and doing adult education can be understood here in this study as a type of differentiated teaching and very well articulated, from the pedagogical point of view, than other types of teaching. One of the methodological differences and objectives of the schools that attend adult education in relation to other teaching modalities involves specific action of the professional teaching from the use of the dialectic, predicted and validated in the pedagogical planning of many teachers. Considering that the process of adult social integration, especially when it comes from quilombola communities, was a strategic point of analysis in this research, focusing on the pedagogical performance of students enrolled in youth and adult education classes (EJA ), remnants of quilombola communities, enrolled in the Municipal Polo School of Primary Agricultural Education Maurício Machado, in which was verified the actions and impacts of the cultural knowledge interferences of the quilombola communities in the pedagogical dynamic of the school curriculum in Adult Education (EJA). This study analyzed the actions and impacts of the cultural knowledge interferences of the quilombola communities, located along the District of Caraparu in the Municipality of Santa Izabel do Pará, in the pedagogical dynamics developed in that school through the curriculum, focusing on social action in terms of planning, methodology and objectives achieved in the proposal of adult education. For the data collection, it was necessary to formulate the results of this research using the following methods: inductive to observe the facts about the cultural interferences of the quilombola communities in the EJA; the statistical method for collecting numerical data of the population involved; historical method to find theoretical basis in the documentary and bibliographic sources related to the research theme; monographic, because the research was carried out in a school that serves quilombola communities. The technique used in the field research was accomplished based on the direct documentation, applying the interview. We also chose the use of extensive direct observation with the use of questionnaires and also the indirect documentation with the use of documentary analysis. Therefore, this study emphasized that, in practical terms, the use of cultural knowledge from quilombola communities, articulated in the school context, both through teaching didactic action, as well as through curriculum, or even through the Political and Pedagogical Project due to the student inserted in the modality of education of adults, confirm the richness of the dynamic between the elements that are attributed to the meanings in face of what one intends to construct in terms of learning through the idea that involves the existing elements in a new dimension developed by the student based on his cognitive action that develops both in the school and in his community. Defende-se a ideia que ser e fazer educação de adultos pode ser entendido, aqui neste estudo, como um tipo de ensino diferenciado e muito bem articulado, do ponto de vista pedagógico, do que outras modalidades de ensino. Um dos diferenciais metodológicos e objetivos das escolas que atendem educação de adultos em relação a outras modalidades de ensino envolve atuação específica do profissional docente a partir do uso da dialética, prevista e balizada no planejamento pedagógico de muitos professores. Tendo em vista que o processo de integração social do adulto, especialmente, quando este é proveniente de comunidades quilombolas, foi ponto estratégico de análise nesta investigação, tomando como foco a atuação pedagógica sobre os discentes inseridos em turmas de Educação de Jovens e Adultos (EJA), remanescentes de comunidades quilombolas, matriculados na Escola Polo Municipal de Ensino Fundamental Agrícola Maurício Machado, em que se buscou verificar as ações e impactos das interferências dos saberes culturais das comunidades quilombolas na dinâmica pedagógica do currículo escolar em turma de Educação de Jovens e Adultos (EJA). Este estudo analisou as ações e impactos das interferências dos saberes culturais das comunidades quilombolas, localizadas ao longo do Distrito do Caraparu no Município de Santa Izabel do Pará, na dinâmica pedagógica desenvolvida na citada escola por meio do currículo, com foco à ação social em termos de planejamento, metodologia e objetivos alcançados na proposta de educação de jovens e adultos. Para o levantamento dos dados foi necessário à formulação dos resultados dessa pesquisa a partir dos métodos: indutivo para observar os fatos sobre as interferências culturais das comunidades quilombolas na EJA; o método Estatístico para coleta de dados numéricos da população envolvida; Método Histórico para buscar embasamento teórico nas fontes documentais e bibliográficas relativa ao tema da pesquisa; Monográfico, pois a pesquisa foi Realizada numa instituição escolar que atende comunidades quilombolas. A técnica empregada na pesquisa de campo foi concretizada com base na documentação direta, aplicando a entrevista. Optou-se por, também pelo aproveitamento da observação direta extensiva com uso de questionários e também a documentação indireta com o emprego de análise documental. Portanto, esse estudo enfatizou que, em termos práticos, a utilização dos sabres culturais provenientes das comunidades quilombolas, articulados no âmbito escolar, seja por meio da ação didática docente, assim como pelo currículo, ou até mesmo pelo Projeto Político e Pedagógico, em função do aprendizado de alunos, inseridos na modalidade de educação de jovens e adultos, ratificam a riqueza dinâmica entre os elementos que são atribuídos ao mérito dos significados diante daquilo que se pretende construir em termos de aprendizagem por meio da ideia que envolve os elementos existentes numa nova dimensão elaborada pelo aluno a partir da sua ação cognitiva que se desenvolve tanto na escola quanto na sua comunidade. Instituto Federal de Educação, Ciência e Tecnologia do Pará 2022-09-22T14:36:06Z 2022-09-22T14:36:06Z 2017-07 Dissertação SILVA, Alexandre Santos da. Educação de Adultos e comunidades Quilombolas. 2017. 221 f. Dissertação (Mestrado em Ciências da Educação) - Universidade de Trás-os-Montes e Alto Douro, Portugal, 2017. Disponível em:http://10.0.2.15:8080/jspui/handle/prefix/238. Acesso em: https://repositorio.ifpa.edu.br/jspui/handle/prefix/238 por Acesso aberto Universidade de Trás-os-montes e Alto Douro Portugal Departamento de Educação e Psicologia Programa em Ciência da Educação Disponível via e-mail: repositorio.belem@ifpa.edu.br |
| institution |
Repositório Institucional - Instituto Federal de Educação, Ciência e Tecnologia do Pará |
| collection |
RI-IFPA |
| language |
por |
| topic |
Educação de adulto Comunidades Quilombola Saber cultural Adult education Quilombola communitie Cultural knowledge CNPQ::CIENCIAS HUMANAS::EDUCACAO Educação de adultos |
| spellingShingle |
Educação de adulto Comunidades Quilombola Saber cultural Adult education Quilombola communitie Cultural knowledge CNPQ::CIENCIAS HUMANAS::EDUCACAO Educação de adultos SILVA, Alexandre Santos da Educação de adultos e comunidades quilombolas |
| topic_facet |
Educação de adulto Comunidades Quilombola Saber cultural Adult education Quilombola communitie Cultural knowledge CNPQ::CIENCIAS HUMANAS::EDUCACAO Educação de adultos |
| description |
It is defended the idea that being and doing adult education can be understood here in this study as a type of differentiated teaching and very well articulated, from the pedagogical point of view, than other types of teaching. One of the methodological differences and objectives of the schools that attend adult education in relation to other teaching modalities involves specific action of the professional teaching from the use of the dialectic, predicted and validated in the pedagogical planning of many teachers. Considering that the process of adult social integration, especially when it comes from quilombola communities, was a strategic point of analysis in this research, focusing on the
pedagogical performance of students enrolled in youth and adult education classes (EJA ), remnants of quilombola communities, enrolled in the Municipal Polo School of Primary Agricultural Education Maurício Machado, in which was verified the actions and impacts of the cultural knowledge interferences of the quilombola communities in the pedagogical dynamic of the school curriculum in Adult Education (EJA). This study analyzed the actions and impacts of the cultural knowledge interferences of the quilombola communities, located along the District of Caraparu in the Municipality of Santa Izabel do Pará, in the pedagogical dynamics developed in that school through the curriculum, focusing on social action in terms of planning, methodology and objectives achieved in the proposal of adult education. For the data collection, it was necessary to formulate the results of this research
using the following methods: inductive to observe the facts about the cultural interferences of the quilombola communities in the EJA; the statistical method for collecting numerical data of the
population involved; historical method to find theoretical basis in the documentary and bibliographic sources related to the research theme; monographic, because the research was carried out in a
school that serves quilombola communities. The technique used in the field research was accomplished based on the direct documentation, applying the interview. We also chose the use of
extensive direct observation with the use of questionnaires and also the indirect documentation with the use of documentary analysis. Therefore, this study emphasized that, in practical terms, the use of cultural knowledge from quilombola communities, articulated in the school context, both through teaching didactic action, as well as through curriculum, or even through the Political and Pedagogical Project due to the student inserted in the modality of education of adults, confirm the richness of the dynamic between the elements that are attributed to the meanings in face of what one intends to construct in terms of learning through the idea that involves the existing elements in a new dimension
developed by the student based on his cognitive action that develops both in the school and in his community. |
| author_additional |
LOUREIRO, Armando Paulo Ferreira |
| author_additionalStr |
LOUREIRO, Armando Paulo Ferreira |
| format |
Dissertação |
| author |
SILVA, Alexandre Santos da |
| title |
Educação de adultos e comunidades quilombolas |
| title_short |
Educação de adultos e comunidades quilombolas |
| title_full |
Educação de adultos e comunidades quilombolas |
| title_fullStr |
Educação de adultos e comunidades quilombolas |
| title_full_unstemmed |
Educação de adultos e comunidades quilombolas |
| title_sort |
educação de adultos e comunidades quilombolas |
| publisher |
Universidade de Trás-os-montes e Alto Douro |
| publishDate |
2022 |
| url |
https://repositorio.ifpa.edu.br/jspui/handle/prefix/238 |
| _version_ |
1799147354978254848 |
| score |
11.755432 |