Título: | YOUTH AND ADULTS EDUCATION AND CULTURAL PLURALITY: THE REALITY OF A SUPPLEMENTARY HIGH SCHOOL | ||||||||||||||||||||||||||||||||||||||||
Autor: |
DIANA SAYÃO VIEIRA |
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Colaborador(es): |
VERA MARIA FERRAO CANDAU - Orientador |
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Catalogação: | 26/AGO/2011 | Língua(s): | PORTUGUESE - BRAZIL |
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Tipo: | TEXT | Subtipo: | THESIS | ||||||||||||||||||||||||||||||||||||||
Notas: |
[pt] Todos os dados constantes dos documentos são de inteira responsabilidade de seus autores. Os dados utilizados nas descrições dos documentos estão em conformidade com os sistemas da administração da PUC-Rio. [en] All data contained in the documents are the sole responsibility of the authors. The data used in the descriptions of the documents are in conformity with the systems of the administration of PUC-Rio. |
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Referência(s): |
[pt] https://www.maxwell.vrac.puc-rio.br/projetosEspeciais/ETDs/consultas/conteudo.php?strSecao=resultado&nrSeq=18155&idi=1 [en] https://www.maxwell.vrac.puc-rio.br/projetosEspeciais/ETDs/consultas/conteudo.php?strSecao=resultado&nrSeq=18155&idi=2 |
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DOI: | https://doi.org/10.17771/PUCRio.acad.18155 | ||||||||||||||||||||||||||||||||||||||||
Resumo: | |||||||||||||||||||||||||||||||||||||||||
This work is a study about the Adults and Youth Education (Educação de
Jovens e Adultos –EJA) in an evening high school equivalency program. We have
chosen one school that is part of this kind of program and we have tried to
understand its functioning under a critic multiculturalism perspective in an
interculturallity vision. Starting with this premise, a qualitative research was
carried out, in fact a case study, in a public school of the state of Rio de Janeiro,
named Colégio Arpoador. The methodological strategies included, besides the
bibliography review, three data collection techniques: observation, documental
analyses and semi-structured interview. The main objectives were to analyze if
Colégio Arpoador’s teachers recognize and work with the heterogeneous reality of
its students, considering their pedagogical practices, the curriculum and the
identity construction, besides identifying the contributions of an intercultural
education for this kind of equivalency program. The results obtained from the
teacher testimonies indicate that they recognize the existence of a great cultural
diversity among students, although this reality seems not to constitute a reference
to their pedagogical practices and the curriculum subject selection. It seems that
teachers don’t experience the intercultural education as a practice, but there is an
effort to understand how it works and how it can be stimulated in daily school.
From the results, the research tried to show the difficulties found in high school
EJA, and also tried to suggest ways to renovate the pedagogical practices, starting
from the principle that intercultural education is a very productive way of giving
multiples benefits for that reality.
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