Trajetórias laborais e formativas dos educandos do Proeja
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2019-03-08
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Universidade Federal de Goiás
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This dissertation is linked to the line of research: Education, Work and Social Movements of
the Post-Graduation Program of the College of Education of the Federal University of Goiás
(CE /FUG) and it had as aim to understand the perceptions about the process of learning and
teaching of graduating students, concluding students and students who are not permanent of
the Technical Course in Bakery integrated to High School in the modality Education of Young
and Adults / Professional Technological Education (Proeya) offered by the College Inhumas of
the Federal Institute of Goiás (FIG), in the temporal clipping (2013-2017), and the possible in
their trajectories of work and education, and the possible contributions in their work and
training trajectories. The journey of the investigation is based in the study of case in a
historical perspective (BOGDAN; BIKLEN, 1994) based on literature review, documents
analyzed and questionnaires that recover the history of the implantation of Proeya, and the
study of memories of subjects researched. It was considered the double dimension of the
categories: work (ontological x alienation), and education (emancipation x adaptation)
according of the biography which discusses the tension and contradictions between capital x
work and education x society, highlighting Marx e Engels (1984, 2001), Gramsci (1982,
1991), Nosella (2010), Castro (2011, 2016), Vitorette (2014), IFG (2013, 2016), IFG-Câmpus
Inhumas (2014), Arroyo (2005, 2008, 2010, 2017), Machado (1994, 2000, 2009), Kuenzer
(1994, 2000, 2014), Antunes (2000, 2009), Frigotto (2003, 2012a, 2012b), Silva (2010),
Moura (2013), Machado and Rodrigues (2013), Dayrell (1996), Freire (1996, 2011, 2014),
Visquetti (2018) and Wesz (2018). Through the documental research and systematization of
interviews and semi-structured questionnaires was possible to identify a high indication of
students who are not permanent, the inexistence of a permanent politic of structural
investment in the program and teacher’s education. Although the students who are not
permanent report as reasons for (not)permanence and the not identification with the initiated
course, the difficulties of learning in some subjects of common core, a few integration
between theory and practice, the length of the course, the absence of a reception host for
underage, this situation was increased by the fragility of student assistance, for the everyday
tension, for the tiredness, by the overwork and familiar problems; in contrast, the graduating
students and the concluding students report that, despite all these factors that converge for
the non-permanence in the course, their trajectories got new arrangements when they could
resume and conclude their studies, in the seek for Being More.
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COELHO, Heliane Braga. Trajetórias laborais e formativas dos educandos do Proeja. 2019. 140 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2019.