Construção curricular da educação de jovens e adultos de Duas Barras: uma análise da participação de professores e diretores

Abstract

In this dissertation, we conducted an in-depth analysis of the debate that occurred in 2013 that led to the construction of the Youth and Adult Education (EJA) curriculum in Duas Barras - RJ. This process of discussion culminated in the organization of the document guiding the modality and generated a set of concerns that directed this research in order to investigate the importance of the debate for teachers and directors and the concept of curriculum in order to point out the relevant advances and setbacks To the proposal and its possibilities of transformation. We researched the legislation, the curricular proposal of 2001, school diaries among other documentary sources in the sense of relating social-historical construction of the modality with the field of curriculum, highlighting the intentionality of public policies. From Gramsci's (1978) readings, Frigotto (2010), Manacorda (2010) and Fernandez (1993) discuss the power relations established in the field of education, putting in conflict hegemonic and counter-hegemonic proposals in the struggle for the formation of the working class. We recognize in this work the need to foster a revision of the EJA curriculum in the municipality considering the concept of dialogue discussed by Freire and of omnilateral education proposed by Marx and systematized by Manacorda (2010) as fundamental principles for a Youth and Adult Education that empowers The bibarrense working class. The technique of Content Analysis trimmed by Bardin (1977) and Franco (2005), in order to base and analyze the questionnaires that we apply to the subject, are based on the theoretical-methodological field of the Theory of Social Representations (TRS) with Moscovici (2003). Teachers and directors who worked in the two municipal schools that offer the modality between 2013 and 2015.