A história de uma educação de jovens e adultos no município de Rio Claro-SP
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Data
2016-08-26
Autores
Iwasawa, Sueli [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Neste texto apresentam-se as etapas do desenvolvimento da pesquisa em nível de Mestrado do Programa de Pós-Graduação em Educação do Instituto de Biociências – campus de Rio Claro, da Universidade Estadual Paulista, linha de pesquisa Linguagem-Experiência-Memória-Formação. Como delimitação do problema temos as seguintes questões: que tipo de política pública o município de Rio Claro-SP adotou no momento de responsabilização pela EJA (em 1991) com relação a essa modalidade de ensino? Como as intenções políticas se traduzem nos documentos e nas “falas” dos sujeitos envolvidos? A pesquisa tem como objetivos: geral - compreender e contribuir com a história da EJA em Rio Claro-SP, especialmente por meio do Projeto Vésper, este no sentido da sua manutenção ou eliminação como instrumento político público de alfabetização de jovens e adultos no município (até 1990, quando da responsabilidade do governo federal por essa modalidade de ensino); e específicos - analisar por meio de um levantamento histórico como se deu a implantação e o desenvolvimento do Projeto Vésper no município de Rio Claro-SP; descrever e analisar as ações do Projeto Vésper no que se refere à EJA nesse município; além de compreender por meio da análise dos questionários como se deu a atuação dos professores nesse Projeto. Para o desenvolvimento da pesquisa com abordagem histórica proposta realizou-se pesquisa documental e bibliográfica, por meio dos procedimentos de localização, seleção e análise das fontes documentais e de leitura de bibliografia sobre a EJA, especialmente de abordagem histórica. Também foram aplicados questionários com professores que atuaram nessa modalidade de ensino, especialmente no Projeto Vésper, sob responsabilização municipal. Os documentos pesquisados, selecionados e utilizados foram dos tipos: oficiais (lei e decretos), como as atas da Câmara Municipal, também os jornais locais impressos do período de investigação, além dos questionários aplicados com os professores. Essas buscas e pesquisas todas realizadas em âmbito local, por diversos meios/fontes, se deram com o intuito de localizar documentos de tramitação a respeito da institucionalização da modalidade de ensino de educação em estudo, sob responsabilização do próprio município, a partir de 1991; no entanto, nenhum documento relativo a essa tramitação pôde ser localizado. Em relação à implantação e ativação do Projeto Vésper foi possível verificar referências ao projeto nos jornais locais, sobretudo por meio de propagandas/chamadas de inscrições, a partir da perspectiva da oportunidade de jovens e adultos analfabetos alfabetizarem-se. De modo legal pudemos observar também as leis e decretos referentes ao tema, não exatamente contemplando o momento de implantação do Projeto, mas seu período de ativação/existência. Por meio dos questionários aplicados com os professores que atuaram nesse Projeto também pudemos refletir e compreender aspectos como o da formação (inicial) e especialização; o da instrução para atuação na EJA; o tempo total de atuação como docentes nessa modalidade de educação; as condições objetivas (como espaços físicos) para ofertas desse ensino; o modo como esses docentes puderam se inserir na atuação nessa modalidade de ensino; os maiores desafios suscitados por essa educação, como as questões de materiais e métodos (questões pedagógicas), as dificuldades dos professores, principalmente com relação ao despreparo para atuação na prática; como os docentes viam a atuação da Secretaria Municipal de Educação em relação a essa modalidade e as formações na atuação prática desses professores. Os resultados da análise da pesquisa permitiram compreender como se deu o atendimento da EJA especificamente no município de Rio Claro-SP, especialmente com o Projeto Vésper.
In this paper we present the stages of research development at the level of master’s degree of the postgraduate program in Education of the Biosciences Institute - UNESP -campus Rio Claro, in the research line: Language-Experience-Memory-Formation. As a delimitation of the problem we have the following questions: what kind of public policy the municipality of Rio Claro adopted at the time of accountability for adult education (in 1991) with respect to this type of education? How the political intentions are expressed on the documents and on the "statements" of those involved? The research aims to: general - to understand and contribute to the history of the EJA (Young and Adults Education) in Rio Claro-SP, especially through the Vésper Project, towards the maintenance or elimination as a public policy instrument of youth and adult literacy in the municipality (until 1990, when the responsibility of the federal government for this type of education); and specific - to analyze through a historical survey how was the implementation and development of the Vésper Project in Rio Claro-SP; describe and analyze the actions of the Vésper Project in relation to adult education in this city; besides understanding through the analysis of questionnaires how was the performance of teachers in this Project. Towards the development of research with historical approach proposed, developed documentary research and bibliographic research, through the location procedures, selection and analysis of documentary sources; and reading of bibliography about the EJA, especially historical approach. Questionnaires were administered to teachers who have worked in this type of education, especially in the Vésper Project under municipal responsibility. The documents researched, selected and used were of the types: officials (law and decrees), minutes of the City Council, also printed local newspapers of the research period, in addition to the questionnaires drawn up and implemented with the teachers. These searches and research all performed at the local level by different means/sources were in order to locate processing of documents regarding the institutionalization of the type of education that education study, under responsibility of the municipality from 1991. However, no relation to that processing document could be located. Concerning the deployment and activation of the Vésper Project were possible to note aspects about in newspapers: whether through advertisements as opportunities for participation of young and adult illiterates. Legally, we also observe the laws/decrees on the subject, not exactly contemplating the Project implementation time, but in his period of activation/existence. Through questionnaires given to teachers who have worked on this Project, we could also reflect and understand aspects such as formation (initial) and specialization; instruction to act in adult education; full time work as teachers; objective conditions (such as physical spaces); as it was for the teachers to beginning the performance of this type of education; the greatest challenges caused by such education as the issues of materials and methods (teaching issues); the difficulties of teachers, mainly regarding the lack of preparation for action in practice; as teachers saw the performance of Municipal Secretary of Education (SME) in respect of such education and training in the practice of these EJA’s teachers. The results of the survey analysis propitiated understand how was the attending of that EJA, specifically in the city of Rio Claro-SP, especially with the Vésper Project.
In this paper we present the stages of research development at the level of master’s degree of the postgraduate program in Education of the Biosciences Institute - UNESP -campus Rio Claro, in the research line: Language-Experience-Memory-Formation. As a delimitation of the problem we have the following questions: what kind of public policy the municipality of Rio Claro adopted at the time of accountability for adult education (in 1991) with respect to this type of education? How the political intentions are expressed on the documents and on the "statements" of those involved? The research aims to: general - to understand and contribute to the history of the EJA (Young and Adults Education) in Rio Claro-SP, especially through the Vésper Project, towards the maintenance or elimination as a public policy instrument of youth and adult literacy in the municipality (until 1990, when the responsibility of the federal government for this type of education); and specific - to analyze through a historical survey how was the implementation and development of the Vésper Project in Rio Claro-SP; describe and analyze the actions of the Vésper Project in relation to adult education in this city; besides understanding through the analysis of questionnaires how was the performance of teachers in this Project. Towards the development of research with historical approach proposed, developed documentary research and bibliographic research, through the location procedures, selection and analysis of documentary sources; and reading of bibliography about the EJA, especially historical approach. Questionnaires were administered to teachers who have worked in this type of education, especially in the Vésper Project under municipal responsibility. The documents researched, selected and used were of the types: officials (law and decrees), minutes of the City Council, also printed local newspapers of the research period, in addition to the questionnaires drawn up and implemented with the teachers. These searches and research all performed at the local level by different means/sources were in order to locate processing of documents regarding the institutionalization of the type of education that education study, under responsibility of the municipality from 1991. However, no relation to that processing document could be located. Concerning the deployment and activation of the Vésper Project were possible to note aspects about in newspapers: whether through advertisements as opportunities for participation of young and adult illiterates. Legally, we also observe the laws/decrees on the subject, not exactly contemplating the Project implementation time, but in his period of activation/existence. Through questionnaires given to teachers who have worked on this Project, we could also reflect and understand aspects such as formation (initial) and specialization; instruction to act in adult education; full time work as teachers; objective conditions (such as physical spaces); as it was for the teachers to beginning the performance of this type of education; the greatest challenges caused by such education as the issues of materials and methods (teaching issues); the difficulties of teachers, mainly regarding the lack of preparation for action in practice; as teachers saw the performance of Municipal Secretary of Education (SME) in respect of such education and training in the practice of these EJA’s teachers. The results of the survey analysis propitiated understand how was the attending of that EJA, specifically in the city of Rio Claro-SP, especially with the Vésper Project.
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Palavras-chave
História, EJA, Projeto Vésper, Escolarização, History, Vésper Project, Schooling