Os saberes nas práticas pedagógicas da educação de jovens e adultos: um estudo para além do livro didático

Abstract

This research aims to understand how the knowledge relationship occurs in the pedagogical practices of the Education of Youngs and Adults (EJA), starting from the use of textbooks. We adopted as a unit of analysis the pedagogical and political dimension that bases the prescribed knowledge (contents) in the textbooks used in the pedagogical practices of Youth and Adult Education in a public school in the city of Lagoa de Dentro (PB), located in the rural community. The theoretical perspective that guided the study was that of Popular Education, Education of Youngs and Adults and Relation of Knowledge, based on Freire (1983; 1997; 2000; 2006; 2007; 2011), Brandão (1994; 2002; 2003; 2006), Beisiegel (1974; 1982), Paiva (2003), Fávero (1984), Santos (2000, 2002; 2007; 2009), Charlot (1996, 2000), Jovchelovitch (2011). We talk with the conceptions about Didactic Book emerging from the researches developed by scholars of the thematic, who focus on the social-historical aspects, the pedagogical-curricular dimension, as well as the political and market dimension, among these: Bittencourt (2004; 2008), Munakata (2003; 2012), Valdemarin (2007), Choppin (2004), Gatti (2004), Santomé (1998). The main problem that guided the discussions is the process of interactivity of knowledge, starting from the textbook used in the Education of Youngs and Adults. The methodological approach adopted was the Case Study (YIN, 2001), using Participant Observation (BRANDÃO, 2006; MELLO, 2005), narrative (YIN, 2001), semi-structured interviews (MELLO, 2005), the document of the National Programme of the Didactic Book for Education of Young and Adult - PNLD-EJA (BRAZIL / MEC 2012; 2014) and the Textbook itself (EJA MODERNA, 2013). We define our analysis in the descriptive approach, in which we adopt as a strategy the “case description” (general), and the “construction of the explanation” (specific) (YIN, 2001). This research shows that the place of the “relationship of knowledge” in the Education of Youngs and Adults is reconsidered based on the multiplicity of knowledge that originates from the programmatic contents of the textbooks (school knowledge), from the creative knowledge built in the pedagogical practice of the teachers of the EJA and also the popular knowledge of the students. The daily life of Youth and Adult Education presents itself as a plural space that is not limited to the knowledge of textbooks; it constitutes knowledge endowed with subjectivities, representations, meanings and historical aspects that form an individual and collective identity. We perceive that “alternative pedagogical creations” surpass or re-signify the accommodation to the programmed knowledge, favoring the development of pedagogical practices with a view to emancipation, starting from “Relevant Social Themes”, provoking “dialogical meetings” of the different ways of knowing.