O currículo na educação de jovens e adultos: investigando as significações sociais elaboradas pelo educador

Abstract

This master work is linked to the field of Curriculum, Education and school customs. This thesis consists on a qualitative research and uses semi-structured interviews and autobiographic accounts for the study of social significations created by the teachers that work on Youth and Adult Education. The main objective was to find, through the recollection of school memories, the curriculum conceptions held by Youth and Adult Educators (EJA), identifying the influence, or not, by the initial education on the curriculum conception constructed by these teachers, to outline the social significations held by the EJA educators on the existing curriculum, and if these significations influence their methods and knowledges used day-by-day in class. I believe that educating is to give out instruments so that the person is able to interact in the society, in a critical and active way. Our educational model, however, does not correspond to this. What happens in most of our schools is the maintenance of a fragmented education, constituting passive brains, reproducing the inconsistence of a speech many times said different, whose main maintenance instrument is the curriculum. I tried to discuss the necessity of a EJA curriculum that merge, besides the official componets, the student s social and cultural context, respecting, thus, this educaional model peculiarities. The research problem was, this way: Which are the social significations created by Youth and Adult Educators on the curriculum? Starting from the interviews and autobiographic accounts, I outlined three categories to analyse the instituted and institutor significations, constructed by the research speakers considering the research problem. I tried to outline what these teachers remember from school and their teachers, searching connections with their practices, concluding that the educators have institued memories of a traditional school, turned to memorization, but they institued a method turned to lettering. About the Curriculum conceptions created by these teachers, I tried to understand what they consider important to be developed in class, being that on the instituted dimension, the writing and lettering learning are considered fundamental curriculum activities, on the institutor dimension is the curriculum flexibility, so that this is not only a transposition of the daytime curriculum. Aboute the experience knowledges, I studied the speeches and writings of the speakers, searching for a conection between what they belive to be necessary and what is effectively taught at the schools. I verified that the speakers are conscious of the experience knowledge, but they do not consider themselves producers of this knowledge, where two interviewed teachers instituted, from the reflexion on their methods, the wish to change and value the knowledge constructed by the teachers