Geografias da educação de jovens e adultos: um estudo em Escolas Públicas de Canguçu/RS

Abstract

This work is a master of research that aimed to analyze the educational policy for the education of youth and adults and discuss school Geography characteristics with reference to public schools in Canguçu (RS) to do so was adopted as a methodology qualitative approach, with emphasis on participant observation. The survey was conducted in two stages: at first contextualize the EJA and geographical science and its entanglements with this type of education. The second stage of this investigation we conducted field research in two schools in the municipal Canguçu teaching and that offer education for youth and adults at night. As data collection instruments, we used interviews, document analysis, informal conversations and observation. After the first two stages of the study the collected data were analyzed and interpreted in light of the theoretical contribution of Stephen Ball on the cycle of educational policies with an emphasis on the practical context. Finally, we argue about the importance of theoretical contribution of Stephen Ball for the analysis of educational policy in the context of practice considering that the contexts are permeated by different conceptions of education and the boundaries between the legal text of a policy and practice in the daily schools can be marked by the action of professionals responsible for education in different spaces and time.