Formação escolarizada de sujeitos educandos na educação de jovens e adultos - EJA, em Porto Velho -RO
Carregando...
Data
2011-06-21
Autores
Loura, Maria do Socorro Dias
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A pesquisa que apresentamos tem como objetivo geral avaliar os saberes veiculados nas aulas de Língua Portuguesa, no Ensino Fundamental da modalidade Educação de Jovens e Adultos (EJA), bem como verificar, a partir da percepção dos alunos, se estes saberes estão contribuindo para efetiva educação linguística do educando. Distendemos cinco objetivos específicos: i. apresentar as políticas públicas que norteiam a EJA; ii. (re)conhecer as peculiaridades do sujeito/educando reintegrado ao processo educativo escolarizado em escolas municipais de Porto Velho – RO, iii. verificar os saberes socializados nas aulas de Língua Portuguesa; iii. registrar as falas dos sujeitos acerca dos conhecimentos adquiridos; iv discutir as práticas pedagógicas observadas nas aulas de língua materna. Para tanto, nosso embasamento teórico fundamentou-se nas teorias sociolinguísticas de Ricardo-Bortoni (2006), Calvet (2002) e Elia (1987) e nos estudos da EJ de Paiva (2003, 2009), Arroyo (2003, 2005,2009) e Souza (2004, 2007). Trata-se de pesquisa de campo, cuja abordagem é quali-quantitativa, realizada em escolas públicas na cidade de Porto Velho -RO, no ano letivo de 2008, tendo como sujeitos alunos do Ensino Fundamental. Constatamos, após o estudo, que, de maneira geral, as aulas ainda não contemplam práticas pedagógicas que contribuam efetivamente para uma verdadeira educação linguística, embora haja casos singulares que vão ao encontro da proposta do efetivo ensino da disciplina Língua Portuguesa
The research we present has as general objective to evaluate the knowledge conveyed in the classes of Portuguese Language, Elementary School of the modality Youth and Adult Education (EJA), as well as to verify, from the perception of the students, if these knowledges are contributing to effective language education of the student. We have five specific objectives: i. to present the public policies that guide the EJA; ii. (re)to know the peculiarities of the subject/student reintegrated into the educational process schooled in municipal schools of Porto Velho - RO, iii. verify the knowledge socialized in portuguese language classes; iii. record the subjects' statements about the acquired knowledge; iv discuss the pedagogical practices observed in mother tongue classes. Therefore, our theoretical basis was based on the sociolinguistic theories of Ricardo-Bortoni (2006), Calvet (2002) and Elia (1987) and on the studies of the EJA de Paiva (2003, 2009), Arroyo (2003, 2005,2009) and Souza (2004, 2007). This is a field research, whose approach is quali-quantitative, carried out in public schools in the city of Porto Velho -RO, in the academic year of 2008, having as subjects students of teaching. After the study, we found that, in general, the classes still do not include pedagogical practices that effectively contribute to a true linguistic education, although there are unique cases that meet the proposal of the effective teaching of the Portuguese Language discipline
The research we present has as general objective to evaluate the knowledge conveyed in the classes of Portuguese Language, Elementary School of the modality Youth and Adult Education (EJA), as well as to verify, from the perception of the students, if these knowledges are contributing to effective language education of the student. We have five specific objectives: i. to present the public policies that guide the EJA; ii. (re)to know the peculiarities of the subject/student reintegrated into the educational process schooled in municipal schools of Porto Velho - RO, iii. verify the knowledge socialized in portuguese language classes; iii. record the subjects' statements about the acquired knowledge; iv discuss the pedagogical practices observed in mother tongue classes. Therefore, our theoretical basis was based on the sociolinguistic theories of Ricardo-Bortoni (2006), Calvet (2002) and Elia (1987) and on the studies of the EJA de Paiva (2003, 2009), Arroyo (2003, 2005,2009) and Souza (2004, 2007). This is a field research, whose approach is quali-quantitative, carried out in public schools in the city of Porto Velho -RO, in the academic year of 2008, having as subjects students of teaching. After the study, we found that, in general, the classes still do not include pedagogical practices that effectively contribute to a true linguistic education, although there are unique cases that meet the proposal of the effective teaching of the Portuguese Language discipline
Descrição
Palavras-chave
Educação de jovens e adultos, Educação linguística, Língua portuguesa, Sociolinguística educacional, Youth and adult education, Language education, Portuguese language, Educational sociolinguistics