| dc.description.abstract | The redemocratization of Brazil, the promulgation of 1988 Constitution and the
edition of Federal Law 9.394/96 - LDB brought the issue of concern to rescue a
significant portion of youngs and adults who didn't have access to school or scaped
from them in the "regular" age. The universalization of education proposed from this
new reference did to increase the supply of schools and of enrollments. This way,
enabled the poorer sections of society had acess to the public education system. In
this area the PROEJA was conceived. Front to these changes and the propose about
deploying in Brazil a education program who has as objective to include all that
historically were private of school acess, it's necessary to think about the guidelines
and principles, and principles of the PROEJA modality to an understanding to what
dimension, in the teacher vision, the program has effectively achieved the expected
school performance. Performance, defined here as inclusion, effective stay at school,
learning and emancipation of students subjects. To the realization of this study we
used a qualitative approach and, as a procedure, the study of the case, presenting a
vision of reality related to teaching faculty. Based on the investigation, it was noted
that the proposed integrate curriculum propaedeutic technical disciplines as a means
of integral formation of a conscious citizen of his social role and qualified for
professional practice has not still been reached. The study indicates the proposal still
continues privileging, so precarious, the professional training of the labour for the
labor market. | |
