dc.contributorHenz, Celso Ilgo
dc.contributorhttp://lattes.cnpq.br/8841113239645760
dc.contributorAndreola, Balduino Antonio
dc.contributorhttp://lattes.cnpq.br/6678521937817570
dc.contributorBolzan, Doris Pires Vargas
dc.contributorhttp://lattes.cnpq.br/3167841618840023
dc.contributorOliveira, Valeska Maria Fortes de
dc.contributorhttp://lattes.cnpq.br/3628223248832085
dc.creatorFreitas, Larissa Martins
dc.date.accessioned2016-04-11
dc.date.available2016-04-11
dc.date.created2016-04-11
dc.date.issued2015-08-27
dc.identifierFREITAS, Larissa Martins. INTERFACES BETWEEN THE REGULAR HIGH SCHOOL AND THE YOUTHNIZATION IN EJA: DIALOGUE, TWISTS, CHALLENGES AND POSSIBILITIES OF TEACHERS WHATDOINGS. 2015. 176 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2015.
dc.identifierhttp://repositorio.ufsm.br/handle/1/7219
dc.description.abstractThis Master's Thesis is part of the Training Research Field, Knowledge and Professional Development of the Postgraduate Program in Education of the Federal University of Santa Maria/RS. We aim, with this research, understand how the educators (teachers) express the words about his teaching whatdoings through Dialogical Circles Investigative-training, considering the interfaces between High School and the youthnization in Youth and Adult Education (EJA), in view of a humanizing educational praxis. Therefore, we seek to answer the following research problem: how, through the Dialogical Circles Investigative-training, educators announce their teaching whatdoings reflecting on the interfaces between regular school and the youthnization in EJA, in view of educational praxis humanizing? Methodologically this study is based on a qualitative approach of the study case type (multicases), but also has research training features, as coauthors subjects actively participate in all stages of research. For the dynamics of formation meetings with educators, we use the methodology of the Dialogical Circles Investigative-training, inspired by Freire's Culture Circles in approach to research-training (JOSSO, 2004, 2010). As theoretical and conceptual contributions we used Paulo Freire's propositions in dialogue with other authors such as: Charlot (2000), Brandão (2013), Henz (2010, 2012), Arroyo (2001), Carrano (2011), Imbernón (2009, 2010, 2011), Garcia (2010), among others. Five (5) thematic generating analysis and understanding emerged from the dialogues with educators and students: the processes of auto(trans)formation of the educator; the teaching content and/or learning; the youthnization process in EJA; the learning and unlearning: frustrations and hopes and the challenge of dialog of loveliness and rigor. For analysis and interpretation of results, we use the focus on hermeneutic approach, as it allows to understand the reality that appears from the way in which each is in the world. Listening to students and, from their speeches, talking with educators, we found that the students who seek EJA are mainly young people between 18 (eighteen) and 21 (twenty-one) years, who migrated to the modality because they have experienced unsuccessful experiences in the regular High School and / or due to lack of meaning given for them to said step, and also seeking a more humane, meaningful and loving education. We noted that in EJA, teachers have a different look for young students and are committed to reflect on their teaching whatdoings in order to better accommodate these students and make teaching in the modality an effectively mobilizing significant and learning mobilizing, though they still have resistance to dialogue about their whatdoings in regular education. We concluded that there are many challenges facing the permanent auto(trans)formation of high school educators, in order to provide an awareness-and liberating education that enables them to be both teachers themselves as students, as well as realize that EJA has sought to move in this direction.
dc.publisherUniversidade Federal de Santa Maria
dc.publisherBR
dc.publisherEducação
dc.publisherUFSM
dc.publisherPrograma de Pós-Graduação em Educação
dc.rightsAcesso Aberto
dc.subjectEnsino médio
dc.subjectJuvenilização na EJA
dc.subjectQuefazeres docentes
dc.subjectAuto(trans)formação permanente de educadores
dc.subjectDesafios à práxis educativa na EJA
dc.subjectHigh school
dc.subjectYouthnization in EJA
dc.subjectTeachers‟
dc.subjectWhatdoings
dc.subjectPermanent auto(trans)formation of educators
dc.subjectChallenges to educational praxis in EJA
dc.titleInterfaces entre o ensino médio regular e a juvenilização na EJA: diálogos, entrelaçamentos, desafios e possibilidades sobre quefazeres docentes
dc.typeDissertação


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