Banca de DEFESA: ACÁCIA BARROS FERNANDES DUTRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : ACÁCIA BARROS FERNANDES DUTRA
DATA : 16/02/2018
HORA: 14:30
LOCAL: Sala Multimeios I
TÍTULO:

Em elaboração

PALAVRAS-CHAVES:

EJA. Cuban Method Sim, Eu Posso. Educational Practice. Movement

PÁGINAS: 127
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

The research presented here brings together efforts to investigate a course in EJA occurred in the São Sebastião I settlement, Cerará-Mirim/RN, in the year 2007, using the Cuban literacy method as north. It is proposed to seek, in the narratives recalled by the subjects involved, especially the students and the educator, the main elements that gave movement to this educational practice. For educational practice, we understand the contributions of Netto (2002) and Brandão (1981), which, while not confusing this concept to schooling, clarify that all schooling is immersed as an educational practice and consequently social. To carry out this research were made interviews in which the subjects were led to report narratives of reminders of the time of the course. On the concept of memory, we use Halbwachs's contributions (1990) and his understanding of collective memory. In view of the fact that this course was offered in a settlement of the agrarian reform, we think it is good to bring, although briefly, the debate about the relationship between rural education and social movements, thus approaching the reader to a possible relationship of the rural education and the perspective of popular education, expressed today in the voices of area intellectuals such as Caldart (2002), (2008) and Wanderley (2010), which mainly point out the contributions of Paulo Freire to the area. We also take care of talking about the PRONERA, as a public policy of collective construction, involving rural popular social movements, government and other movements and subjects of society, all this in an attempt to understand what elements support the educational practices in the countryside. Then, we set out to turn our eyes to the Cuban literacy method Sim, Eu Posso; how it was born, with what purpose it was created, how it arrives in Brazil, what institutions and subjects involved with it and the main controversies surrounding it. Finally, we try to make the possible relations between the themes studied and the execution of the Cuban Method in the analyzed reality. For this we start from the observation of the significant speeches of the subjects involved with the classes at the time of their execution. In this sense, the narratives of these made us realize that their life trajectories and schooling were intercalated while linked to the condition of the struggle for land or to the aspects related to this condition. The lack of land allowed these subjects to share similar profiles, generally linked to hunger, early insertion in the labor market, late admission to school; such conditions are examples, within a range of ruthless situations, which were catalysts of the lack of access by these subjects to become literate at the right age. This whole scenario led us to find three elements that proved to be the cursors of the course in EJA investigated. These are: negativity, present in the trajectory of the subjects studied and approached from the studies of Gouvea da Silva (2004) as a possibility, in our understanding, to metamorphose into expressions of denunciation and resistance justified by the struggle; the collective identity, understood from the contributions of Castells (2008) and Halbwachs (1990) as a decisive factor of resistance and association of subjects who share similar histories and aspirations, commonly strengthened through a collective memory; and finally, but not for reasons of hierarchy, participation, an element discussed by Bordenave (1983) and Freire (1978), (2001), (2006) as necessary for the implementation of spaces of democratization. Paiva (2003), when studying the participation in settlements of agrarian reform, observes that the lived dynamics and the settled routine require these subjects to make use of this element.

MEMBROS DA BANCA:
Externo à Instituição - HOSTINA MARIA FERREIRA DO NASCIMENTO - UERN
Externo ao Programa - 1164161 - IRENE ALVES DE PAIVA
Externo à Instituição - JOSE MATEUS DO NASCIMENTO - IFRN
Presidente - 346478 - MARTA MARIA CASTANHO ALMEIDA PERNAMBUCO
Externo ao Programa - 2319774 - VANIA APARECIDA COSTA