Diagnostico da práxis docente em cursos de qualificação profissional do IFPB sob o olhar interdisciplinar metacognitivo e andragógico
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2019-01-08
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Quando observamos o âmbito da Educação de Jovens e Adultos (EJA), os cenários não são satisfatórios e agradáveis. O conhecimento no mundo atual se encontra numa escala de crescimento extremamente rápida dado o avanço tecnológico, cujo menu de opções se apresenta cada vez mais agradável e atrativo, facilitando o aprendizado livre e constante aos seus usuários. Em meio a este cenário avançado, a EJA deve estar afinada com métodos didáticos atrativos, pois sua direção a cursos profissionalizantes exige não apenas maior competência técnica. Daí a importância de refletir sobre o processo de ensino-aprendizado e diagnosticá-lo em um ambiente com adultos no qual o que ali acontecer os faça se sentirem confortáveis até concluírem a etapa de ensino que lhes falta. Neste sentido, objetivamos por meio deste trabalho diagnosticar a práxis docente em cursos de qualificação profissional no âmbito da EJA em um curso profissionalizante de um Campus do IFPB sob a ótica da interdisciplinaridade, da metacognição e da andragogia, com objetivos específicos como: identificar e analisar a prática metodológica do docente e, sob esta, a visão dos discentes. Para tanto, realizamos a pesquisa aplicada de caráter teórico-prático, descritivo e interpretativo, sob a visão da análise de conteúdo, conforme orienta Bardin (2013). Os dados tiveram origem documental, bibliográfica e de campo. Assim, do ponto de vista temporal foi um estudo de caso, conforme Yin (2001), de natureza qualitativa, não deixando de observar alguns aspectos quantitativos que naturalmente fazem parte do contexto. Os resultados dos questionários aplicados aos alunos e professores, algumas entrevistas, e observações in loco, foram cruzados, pelos quais buscamos verificar se havia relação entre a prática docente referida com a interdisciplinaridade, a metacognição e a andragogia. Para este trabalho, contamos com autores como: Portilho (2012), DeAquino (2007), Cambi (1999), Knowles (1984), Freire (2011), Azevedo (2007), e tantos outros, de modo que à luz da revisão de literatura verificamos antigas posturas pedagógicas ainda presentes nas práticas dos docentes e alunos com os quais trabalhamos. Foi confirmada a hipótese apresentada. Concluímos que a práxis docente pesquisada não acontece sob a ótica dos três pilares: a interdisciplinaridade, a metacognição e a andragogia
When we look at the scope of Youth and Adult Education (EJA), the scenarios are not satisfactory and pleasant. Knowledge in today's world is on a scale of extremely rapid growth given the technological advance, whose menu of options is more and more pleasant and attractive, facilitating free and constant learning to its users. In the midst of this advanced scenario, the EJA must be in tune with attractive didactic methods, since its direction to vocational courses requires not only greater technical competence. Hence the importance of reflecting on the teaching-learning process and diagnosing it in an adult environment where what happens there will make them feel comfortable until they complete the teaching stage they lack. In this sense, we aim to diagnose teacher praxis in vocational qualification courses within the scope of the EJA in an IFPB Campus under the perspective of interdisciplinarity, metacognition and andragogy, with specific objectives such as: to identify and to analyze the methodological practice of the teacher and, under this, the perception of the students. To do so, we perform applied research of a theoretical-practical, descriptive and interpretive nature, under the view of content analysis, according to Bardin (2013). The data originated from documentary, bibliographic and field research. Thus, from a temporal point of view, it was a case study, according to Yin (2001), of a qualitative nature, not forgetting to observe some quantitative aspects that are naturally part of the context. The results of the questionnaires submitted to the students and teachers, some interviews, and on-site observations were crosschecked, by which we sought to verify if there was a relationship between the teaching practice referred to with interdisciplinarity, metacognition and andragogy. For this work, we referred to the works of authors such as Portilho (2012), DeAquino (2007), Cambi (1999), Knowles (1984), Freire (2011), Azevedo (2007), and so many others, so that in the light of the review of literature we found old pedagogical positions still present in the practices of the teachers and students with whom we worked. The presented hypothesis was confirmed. We conclude that the researched teacher praxis does not happen from the perspective of the three pillars: interdisciplinarity, metacognition and andragogy.
When we look at the scope of Youth and Adult Education (EJA), the scenarios are not satisfactory and pleasant. Knowledge in today's world is on a scale of extremely rapid growth given the technological advance, whose menu of options is more and more pleasant and attractive, facilitating free and constant learning to its users. In the midst of this advanced scenario, the EJA must be in tune with attractive didactic methods, since its direction to vocational courses requires not only greater technical competence. Hence the importance of reflecting on the teaching-learning process and diagnosing it in an adult environment where what happens there will make them feel comfortable until they complete the teaching stage they lack. In this sense, we aim to diagnose teacher praxis in vocational qualification courses within the scope of the EJA in an IFPB Campus under the perspective of interdisciplinarity, metacognition and andragogy, with specific objectives such as: to identify and to analyze the methodological practice of the teacher and, under this, the perception of the students. To do so, we perform applied research of a theoretical-practical, descriptive and interpretive nature, under the view of content analysis, according to Bardin (2013). The data originated from documentary, bibliographic and field research. Thus, from a temporal point of view, it was a case study, according to Yin (2001), of a qualitative nature, not forgetting to observe some quantitative aspects that are naturally part of the context. The results of the questionnaires submitted to the students and teachers, some interviews, and on-site observations were crosschecked, by which we sought to verify if there was a relationship between the teaching practice referred to with interdisciplinarity, metacognition and andragogy. For this work, we referred to the works of authors such as Portilho (2012), DeAquino (2007), Cambi (1999), Knowles (1984), Freire (2011), Azevedo (2007), and so many others, so that in the light of the review of literature we found old pedagogical positions still present in the practices of the teachers and students with whom we worked. The presented hypothesis was confirmed. We conclude that the researched teacher praxis does not happen from the perspective of the three pillars: interdisciplinarity, metacognition and andragogy.
Descrição
Tese de Doutoramento em Ciências da Educação apresentada à Universidade de Trás-os-Montes e Alto Douro
Palavras-chave
EJA , Interdisciplinaridade , Andragogia , Metacognição