Eles já receberam muitos “não”: a percepção de professores sobre o ensinar e o aprender nas turmas multigeracionais da Educação de Jovens e Adultos
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Data
2017-06
Autores
Orientador
Schwertner, Suzana Feldens
Banca
Schwertner, Suzana Feldens
Quartieri, Marli Teresinha
Vivian, Danise
Alves, Evandro
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Resumo
Esta dissertação contempla uma pesquisa acerca da percepção de professores sobre o ensino e a aprendizagem em turmas multigeracionais na Educação de Jovens e Adultos (EJA) de Ensino Fundamental. Contempla reflexões teóricas a partir de estudos já desenvolvidos sobre a constituição da EJA e os processos de ensino e de aprendizagem na modalidade (HADDAD, 2000; HADDAD, DI PIERRO, 2000; LEITE, 2013; VELOSO, 2014; BENVENUTI, 2011). Trata-se de uma pesquisa qualitativa, realizada por meio de entrevistas semiestruturadas com dez professores das cinco escolas estaduais que possuem EJA com turmas multigeracionais na área de abrangência da 3ª Coordenadoria Regional de Educação do Rio Grande do Sul. A partir das entrevistas, analisadas através da proposta da Análise de Conteúdo (BARDIN, 2011), foram definidas três categorias: uma que contempla as características dos estudantes da EJA e a forma como os professores os identificam, entre estudantes jovens e estudantes adultos; outra que considera as estratégias de ensino utilizadas pelos professores nessas turmas, assim como os desejos de uma escola ideal de EJA; e a última que aponta características da formação dos professores e do modo como atuam nas turmas multigeracionais. Como resultados, aponta-se a presença expressiva dos jovens nas turmas e o fato de os adultos serem mais acessíveis e interessados às propostas dos professores. Os professores gostam de trabalhar com a modalidade e percebem a existência das turmas multigeracionais, sem identificá-las como fator positivo ou negativo para os processos de ensino e de aprendizagem. Foi possível elaborar uma listagem das principais metodologias utilizadas pelos professores em turmas multigeracionais, como atividades que envolvam vídeos, leituras e cópias, trabalhos com os colegas, atividades práticas e orais. Ao final, destacam-se algumas reflexões para a formação inicial e continuada de professores, principalmente em relação à necessidade de conhecimento sobre as características da modalidade, seus sujeitos e processos de ensino e de aprendizagem.
This dissertation comprehends research about the perception of teachers towards the teaching and learning processes in multigenerational groups of Youth and Adult Education (EJA) of Elementary School. It comprises theoretical reflections based on previous studies about the constitution of EJA and the teaching and learning processes of this education modality (HADDAD, 2000; HADDAD, DI PIERRO, 2000; LEITE, 2013; VELOSO, 2014; BENVENUTI, 2011). It is a qualitative survey, carried out through semi-structured interviews with ten teachers of the five state schools that offer EJA with multigenerational groups within the area of the Third Regional Coordination Unit of the state of Rio Grande do Sul. Based on the interviews, analyzed according to the proposition of Syllabus Analysis (BARDIN, 2011), three categories were defined: one of them examines the characteristics of the EJA students and the way in which the teachers identify them, as young students or adult students; a second category, which considers the teaching strategies applied by the teachers within these groups, as well as the desires of an ideal EJA school; and a third one, which points out characteristics of these professionals as to their formation and their approaches to working with multigenerational groups. The results point to a massive presence of the youth in the groups and to the fact that the adults are more approachable and interested in the propositions of the teachers. The teachers enjoy working with this modality of education and recognize the existence of multigenerational groups, without considering them as a positive or negative aspect to the teaching and learning processes. It was possible to elaborate a list of the main methodologies utilized by the teachers in multigenerational groups, as well as activities involving videos, reading and copying, group assignments, practical and oral activities. Ultimately, some reflections for the initial and continued formation of the teachers can be emphasized, especially regarding the necessity of knowledge about the characteristics of this modality of education, its subjects and its teaching and learning processes.
This dissertation comprehends research about the perception of teachers towards the teaching and learning processes in multigenerational groups of Youth and Adult Education (EJA) of Elementary School. It comprises theoretical reflections based on previous studies about the constitution of EJA and the teaching and learning processes of this education modality (HADDAD, 2000; HADDAD, DI PIERRO, 2000; LEITE, 2013; VELOSO, 2014; BENVENUTI, 2011). It is a qualitative survey, carried out through semi-structured interviews with ten teachers of the five state schools that offer EJA with multigenerational groups within the area of the Third Regional Coordination Unit of the state of Rio Grande do Sul. Based on the interviews, analyzed according to the proposition of Syllabus Analysis (BARDIN, 2011), three categories were defined: one of them examines the characteristics of the EJA students and the way in which the teachers identify them, as young students or adult students; a second category, which considers the teaching strategies applied by the teachers within these groups, as well as the desires of an ideal EJA school; and a third one, which points out characteristics of these professionals as to their formation and their approaches to working with multigenerational groups. The results point to a massive presence of the youth in the groups and to the fact that the adults are more approachable and interested in the propositions of the teachers. The teachers enjoy working with this modality of education and recognize the existence of multigenerational groups, without considering them as a positive or negative aspect to the teaching and learning processes. It was possible to elaborate a list of the main methodologies utilized by the teachers in multigenerational groups, as well as activities involving videos, reading and copying, group assignments, practical and oral activities. Ultimately, some reflections for the initial and continued formation of the teachers can be emphasized, especially regarding the necessity of knowledge about the characteristics of this modality of education, its subjects and its teaching and learning processes.
Descrição
Palavras-chave
Educação de Jovens e Adultos; Ensino e aprendizagem; Turmas multigeracionais; Professores
Citação
WEBER, Daniela Maria. Eles já receberam muitos “não”: a percepção de professores sobre o ensinar e o aprender nas turmas multigeracionais da Educação de Jovens e Adultos. 2016. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 12 dez. 2016. Disponível em: http://hdl.handle.net/10737/1575.