O PROEJA no IF Sudeste MG –CampusJuiz de Fora: ótica e fazer docente
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Tipo
Artigo
Classficação
Nível teórico
Data
2022
Título do Períodico
Revista de Estudos e Pesquisas sobre Ensino Tecnológico
ISSN
2446-774X
Página(s)/e-location
e179922
Idioma(s)
pt
Fonte
Fonte
Manaus, AM
8
1
8
1
Coleções
Resumo
O presente trabalho teve como objetivo conhecer a formação e as representações identitárias dos docentes em relação ao Curso Técnico em Secretariado na Modalidade PROEJA do IF Sudeste MG –CampusJuiz de Fora. A pesquisa foi realizada entre setembro e novembro de 2019 e consistiu na realizaçãodeentrevistas, gravadas em áudio, com seis professores do Curso. O roteiro das entrevistas abordou temas relacionados à formação docente e suas representações identitárias acerca do PROEJA,como modalidade de ensino capaz de promover uma inclusão efetiva, às dificuldades vivenciadas, metodologias e recursos didáticos utilizados, às características gerais dos discentes e à evasão escolar. As respostas foram transcritas e realizou-se a análise de conteúdo. Os professores não possuemformação específica para PROEJA, no entanto, apresentam ideias claras em relação à modalidade integrada de ensino. Conhecem seupúblico e se reinventam, tecendo estratégias de aproximação com os discentes,que dêcondições paraa construção do conhecimento para a vida. Asmúltiplasmetodologiasadotadassão desenvolvidas de forma independente. Reconhecemquea evasãodeva sercombatida. Afirmaram existir problemas relacionados ao currículo integrado, principalmente, à carga horáriaeindicaram a necessidade de ajudar o estudante a custear seu trajeto na instituição. Nesse contexto, o estudo podecontribuir para que a instituição repense suasações epolíticas educacionaisrelacionadas a essa modalidade de ensino, fomentando a permanência dos discentese combatendo a evasão, promovendo momentos de trocas de experiências entre os docentes, criando oportunidades de formação continuadaediscussões acerca do currículo integrado.
This study aims to comprehend teachers’ identity formation and representation concerning the Technical Secretariat Course, PROEJA modality, at IF Sudeste MG - Juiz de Fora Campus. The research was carried out between September and November 2019, and it consisted of conducting interviews, recorded in audio, with six teachers from the course. The interviews script approached themes related to the teaching formation and its identity representations in PROEJA as a teaching modality capable of promoting an effective inclusion. It also involved difficulties experienced, educational methodologies and resources used, teachers' general characteristics, and truancy problems. Answers were written, and content analyses were performed. The teachers do not have a specific formation related to PROEJA, however, they present clear ideas about integrated teaching modality. They also know their audience and reinvent themselves, creating approximation strategies that give conditions to a knowledge building for life. The multiple methodologies adopted are developed independently. They recognize that truancy must be fought. They also reported problems related to integrated curriculum, mainly involving workload, and indicated the necessity to help the students defray transportation to the institution. In this context, the study can contribute to the institution rethinking its actions and educational policies, connected to this teaching modality. It can also help promote permanence of the students and fight truancy, creating moments of experience exchange between professors, building opportunities of continuing education and discussions about the integrated curriculum.
This study aims to comprehend teachers’ identity formation and representation concerning the Technical Secretariat Course, PROEJA modality, at IF Sudeste MG - Juiz de Fora Campus. The research was carried out between September and November 2019, and it consisted of conducting interviews, recorded in audio, with six teachers from the course. The interviews script approached themes related to the teaching formation and its identity representations in PROEJA as a teaching modality capable of promoting an effective inclusion. It also involved difficulties experienced, educational methodologies and resources used, teachers' general characteristics, and truancy problems. Answers were written, and content analyses were performed. The teachers do not have a specific formation related to PROEJA, however, they present clear ideas about integrated teaching modality. They also know their audience and reinvent themselves, creating approximation strategies that give conditions to a knowledge building for life. The multiple methodologies adopted are developed independently. They recognize that truancy must be fought. They also reported problems related to integrated curriculum, mainly involving workload, and indicated the necessity to help the students defray transportation to the institution. In this context, the study can contribute to the institution rethinking its actions and educational policies, connected to this teaching modality. It can also help promote permanence of the students and fight truancy, creating moments of experience exchange between professors, building opportunities of continuing education and discussions about the integrated curriculum.
Descrição
Palavras-chave
Educação de jovens e adultos, Inclusão educacional, Trabalho docente, Youth and adult education, Educational inclusion, Teacher's work
Citação
SOARES, Elimar Pimentel ; MIRANDA, Paula Reis de ; CARVALHO, Adriano Reder.. O PROEJA no IF Sudeste MG –CampusJuiz de Fora: ótica e fazer docente. Revista de Estudos e Pesquisas sobre Ensino Tecnológico, Manaus, AM, v. 8, n. 1, p. e179922. 2022. https://doi.org/10.31417/educitec.v8.1799. Disponível em: https://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/1799. Acesso em: 2024-02-28