Dissertação
Acolhida e permanência de egressas e egressos EJA-Proeja no ensino superior: auto(trans)formações possíveis
Fecha
2019-07-08Autor
Soares, Ivani
Institución
Resumen
Master Thesis inserted in the Research Line 2: Pedagogical Management and Educational
Contexts, of the Professional Masters in Public Policies and Educational Management of
UFSM, in the theme Education, Dialogue, Humanization and Citizenship (Paulo Freire
perspective). The thematic is the acceptance and permanence of the students who graduated
from the EJA / PROEJA programs in Higher Education. We noticed that trust links are created
between teachers and students in Youth and Adult Education, thus, there is a need for attention
for transition from school to study cycle. The enrollment of these students in Higher Education
has been, in majority, an exception made possible by the programs of social quotas, created in
2008. This was a great step in the democratization of Higher Education in Brazil, however, it
is not enough to guarantee such access, we need to enable the rise and permanence of these
students, especially in face of the reality of school dropout. Thus, having a good reception and
permanence plans for all its publics is fundamental for any Higher Education Institution. In line
with the objectives of the Education Plans for the EJA and with the proposal of integrating
professional education with basic education, together with PROEJA, we seek to identify how,
and if, there are institutionalized programs of reception and stay in the UFSM Undergraduate
Courses. We intend to present an Agenda for the proposal of a Plan of Acceptance and
Permanence, feasible for implementation. Among the references used, the Pedagogia de Freire
is in dialogue with the studies of Josso (2010), Henz (2003, 2015), Pereira (2015), Brandão
(1981) and Santos (2011). This research, methodologically hermeneutic, through dialogical
pedagogy, discusses with alumni EJA / PROEJA, having a keen eye and a sensitive listening to
understand the meaning of their needs. For this work, we have used the epistemologicalpolitical
research proposal of the Investigative-self(trans)formative Dialogical Circles in coauthoring
with volunteers from the EJA / PROEJA programs, students of the UFSM
Undergraduate Courses. We start from the premise that a truly democratic program is the one
that allows for continuity of action, leading learners to seek more autonomy. After joint
reflections, questions about the prejudice involving these people have arisen more intensely, as
well as the feeling of lag in terms of programmatic and cultural contente and difficulties in
access to information and communication. Among the welcome actions of welcome, we have
proposed the promotion of actions of coexistence of freshmen and veterans, disclosure of
institutional benefits, solidarity trot and information about extracurricular projects. As for
permanence, we mention the need to encourage public policies for social inclusion, help of
tutors, participation in study groups, workshops, seminars, and lectures, promotion of meetings
of collective studies and creation of a collaborative network of walking assistance and
opportunities for interaction between students and teachers in, presential or virtual, learning
environments. Each participant's process of self-(trans)formation was visible through the
awareness of reflection on one's own responsibility in conducting the studies, as well as the
need for personal empowerment, taking their place, hard earned, as academics and academics.