Banca de DEFESA: AMBROSIANA DA SILVA FERNANDES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : AMBROSIANA DA SILVA FERNANDES
DATA : 29/07/2016
HORA: 09:00
LOCAL: Auditório I - NEPSA II
TÍTULO:

Em elaboração.

PALAVRAS-CHAVES:

Youth and Adult Education. Literacy for Youth and Adults. Teachers’ difficulties/Overcoming the difficulties Strategies.

PÁGINAS: 124
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

Under the theme 'training of literacy teacher of youth and adult education', our work investigated, from the perspective of EJA teachers, teachers difficulties encountered and coping strategies used in teaching practice of literacy youth and adults. The work forms part of the qualitative study and uses as data construction procedures the questionnaire and semi-structured interview, document analysis and note. The empirical field was a public school in the city of Natal/RN, and subjects were four teachers of youth and adult literacy classes. From analysis of data, based on principles of Content Analysis, emerged the theme Teaching in Literacy for Youth and Adults, with three categories – Teachers Difficulties; Explanatory Reasons of Difficulties; Overcoming Difficulties Strategies of Teachers, with their respective sub-categories. The Teachers Difficulties relating to professor configured in: Gaps/Misconceptions’ own teacher training; (In)Reconciliation Variables: operation and curricular organization inflexible X seasonal possibilities of student work; Management of the heterogeneity of classes; Exhaustion motivated by heavy working days of teaching and domestic work. The difficulties relating to students are: evidence very tired by daily toil extending the turn of the classes; (In)Reconciliation variables: unstable after school journey X school attendance; Lack of assiduity; Low self esteem; Fear of making mistakes/to risk themselves; Anxiety to learn a lot in a short time; Setbacks (retreats, fails), due to advances from colleagues; Disbelief in the very achievement of autonomy in literacy. In seeking to overcome the difficulties of teachers teaching practice, 15 (fifteen) strategies were listed, from the experience of the teachers. We note that on a single subject teachers organize their narratives, indicating that the issue of teaching is the central object of their reflections. However, there is evidence that are more focused on general difficulties inherent in the organization of the working conditions of teachers in youth and adult education and the material conditions of existence of teachers and students. It is not present, more explicitly, difficulties with regard to the specific practice for youth and adults literacy, leading to assume that they not feel it. The closer examination of their speech, however, will show facets of this category, although diluted between general aspects of existential daily life of students and teachers, a fact that we attribute to the severity of the structural problems they experienced in after school daily, with profound repercussions in everyday school life and teaching. Highlighting the significance of this to our professional training, we recorded the findings of our research confirm our understanding of the structure, organization and functioning of the ideal school we have, with strict schedules and curriculum organization (in)flexible for public (un)real Youth and Adult Education – urgently need to be rethought.

MEMBROS DA BANCA:
Interno - 926826 - ADIR LUIZ FERREIRA
Interno - 333491 - BETANIA LEITE RAMALHO
Externo à Instituição - JÚLIO RIBEIRO SOARES - UERN
Externo à Instituição - MARIA ANTONIA TEIXEIRA DA ROCHA - UERN
Presidente - 6347260 - MARIA ESTELA COSTA HOLANDA CAMPELO