Reconhecimento e valorização dos saberes populares em uma sala de aula da EJA - Pelotas-RS.

Abstract

The present research work aims at presenting an AYE (Adult and Youngsters Education) group group which, through the pedagogical practice developed by the teacher, finds room to expose their educational expectations and manages, almost entirely to have them fulfilled. The pedagogical practice adopted by the teacher brings a break from the established and perpetuated idea among educators of youngsters and adults in reproducing the day school. The establishment of actions which promote a valorization of the educator’s surroundings, the educator’s knowledge and personal experiences makes the researched group serve as an example to show that a change is necessary in the conceptions of education for the AYE. According to its proposition, this work aimed at demonstrating the viability that pedagogical practice which contemplates the expectations of AYE students can be considered as successful practices. The origin of this research recalls my childhood, when I could not understand why some adults manifested their will to study and a lack of motivation to look for a school. As academic or scientific origin, the primary source was my Specialization Course in 2004, which refers to the adult student. This research deals with qualitative investigation in a sense it took as a methodological option the participating observation. Based on some premises, such as the one in which educators consider that the expectations of their students do not follow the plans and syllabus structure, as well as those which do not include these expectations end up reproducing a “banking” education, noticed that the school does not offer ways for the adult students to have their knowledge acknowledged by their educators. In order to do this, the work presents a pedagogical practice developed in an AYE group which involves the four (4) phases, which are, 1st, 2nd, 3rd and 4th grades. The use of theoreticians who are concerned about the education of adults enabled concluding that it is viable to adopt new forms to develop the education and, specially, the education of adults. I have also used Laws, Norms, Plans and Agreements which deal with this kind of teaching as a subsidy for the understanding and definition of the peculiarity of Education of Youngsters and Adults. The data gathered showed that the adults who look for school have their perspectives and expectations much closer to the reality of the world in which they live, then being in need, therefore, to find a school which acknowledges this reality of life and use it as a guide for the educational process. It was possible to notice, as well, that the problem which is present in the AYE does not refer to the Laws, but, in fact, to the adopted political and pedagogical projects, the limits and possibilities if educational action planned by the schools and their educators.