Educação de jovens e adultos integrada à educação profissional e tecnológica: movimentos e dialeticidade do trabalho pedagógico

Abstract

This research was developed in the Line of Research 1 - Policies and Management in Professional and Technological Education, of the Postgraduate Program in Professional and Technological Education (EPT) of CTISM /UFSM and, with the Transformation Group - Group of Studies and Research in Public Policies and Pedagogical Work at EPT. The general objective was analyze the relations of Pedagogical Work in the education of EJA EPT students at Campus Santo Augusto. Specific objectives were listed: a) Contextualize the historicity of the EJA EFA policy in Campus Santo Augusto; b) Characterize the students of EJA EPT; c) Understand teachers' conceptions about Pedagogical Work; and d) Investigate students' perceptions of Pedagogical Work developed in the Campus. The qualitative study that arises from the concerns and observations of the researcher, who is Administrative Technician in Education (TAE) on that campus, had as his theoretical and methodological guidance the Historical and Dialectical Materialism (MHD) based on Marx. The research subjects were the students of the first and third years of high school on EJA EPT Modality, and the teachers linked directly with the modality. The instruments chosen for data production were document analysis, semi-structured online questionnaire with open and closed questions, field diary, focus group and dialogue group. The recorded, transcribed and categorized manifestations served as the basis for dialectical analysis and writing. This work is structured in four chapters. In the first, the theoretical-methodological references that guided the research are presented. In the second chapter there is a brief historical review of public policies for Vocational and Technological Education in Brazil, from the nineteenth century to the present day. The third chapter, entitled Pedagogical Work: fundamentals and planning, deals the category Pedagogical Work, from work as an educational principle, as well as presenting its planning in the legal provisions of the course. The last chapter deals with the Pedagogical Work in praxis that is based on the theoretical foundations and planning of the TP, as well as on the central categories of the MHD, to make the relations between theory and practice in the search for transformation. The results point to the need for curriculum readjustment and a consistent pedagogical project with the realities and specificities of the EJA, as well as for the expansion of the participation of the working class in the decisions and policies of EJA EFA.