Trajetória formativa de educadoras de jovens e adultos: entre o formal e o não-formal

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

This study is about the relation between formal and non-formal education within the preparation of young and adult educators that take part in projects based on the theoretical-methodological estimations of the Popular Education, in the district area of Gravataí RS. Therefore, the main subject of the study is the relation between EJA (young and adults education) and EP (popular education). The choice of the theme, the definition of the subjects, context and procedures that were used are linked to the estimations of the participant research. Even though, in this study, the participant observation and the semi-structured individual interviews are the chosen procedures, the participation was built as the guidance principle of the methodological trajectory that was made. The objective is to understand and analyze the relation between the formal and non-formal experiences that these educators have had and also the implications of these formative trajectories on the identification of the subjects with the popular educational field. For this reason, I have made the historical rescue of the relation between EJA and EP within the Brazilian educational context, situating the moments of distance between these two fields linking them, respectively, to formal education and to non-formal education and their reapproximation when the topic of discussion in the popular educational field is the construction of a public popular education. The theoretical reference for this research is made out of authors whose reflections have origins in popular education experiences: Freire (1997; 1996; 1987; 1986), Brandão (2003; 2002a; 2002b; 1995; 1986; 1985a; 1985b; 1984), Vale (1992), Libâneo (2005), Arroyo (2002), among others. The results obtained point to the dichotomy between formal and non-formal education, associating them, respectively, to theory and practice. Besides, within the non-formal area (considered to be a synonym of practice by the educators), the speeches indicate the tension between school and maintenance. The latter conditions the approximation and identification of the educators with the popular educational field. Finally, the reflections of the interviewed educators show that their knowledge about EJA and their relation to EP are dispersed, as well as the identification to the popular educational field, which interferes in their social and professional identity constitution. This way, the continuum preparation in service is presented as an alternative of systematization and knowledge building, and so contributing for the constitution of an identity that can articulate these two educational fields, or either, the identity of popular educators for young and adults

ASSUNTO(S)

educacao educação informal popular education gravataí jovem formal and non-formal education young and adults education preparation of educators adulto professor formação educação popular educação formal

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