A Comunicação Pedagógica nos Cursos do PROEJA do IFSUL – Campus Pelotas: a produção dos processos de aprendizagem de estudantes jovens e adultos trabalhadores da construção civil.

Abstract

The main objective of this study was to analyze, from pedagogical practices of the PROEJA courses of IFSul - Campus Pelotas, characteristics that contribute in such a way that young and adult students, construction workers, achieve meaningful learning for professional training. The research, characterized as a case study of a qualitative approach, had as an investigative field the pedagogical communication in the Technical Course in Execution, Conservation and Restoration of Buildings and in the Technical Course in Building Construction offered at IFSul - Campus Pelotas, in the area of civil construction. The dissertation, besides addressing the curriculum on different theoretical perspectives, addresses different modalities of curricular integration and resumes the principles and conceptions that underpin PROEJA, with a view to training that assures the workers’ interests. It presents the debate about PROEJA's trajectory, especially in the Federal Teaching Network, and the movements of the PROEJA trajectory at IFSul Campus Pelotas, with a report of the collective work for the construction of the Pedagogical Projects of the two courses investigated. In this research, data collection, document analysis and semi-structured interviews were used with the subjects of the pedagogical communication, with six teachers and six students from the PROEJA Courses. The methodology adopted for data analysis was the content analysis, oriented by Bernstein's theory of pedagogical discourse (1996, 1998), based on the studies carried out by Morais and Neves (2009, 2003, 2013), that revealed a model of pedagogical practice that combines characteristics that are determinant for the scientific learning of students, specifically the most disadvantaged ones. Through such a procedure, the relations of power and control in the instructional and regulatory contexts of the pedagogical practices experienced by teachers and students of the PROEJA courses at IFSul – Campus Pelotas were analyzed. From the systematization of these analyzes, the research revealed a relationship of horizontal pedagogical communication, in which teachers and students, as knowledge subjects, carry out a pedagogical change in favor of success in the inclusion of young and adult students, construction workers. It also presented the elements favorable to students' learning, among them: the pace of acquisition of learning that meets their needs; the clarification of the evaluation criteria and the indication of what is missing in the legitimate text to be produced as a result of their learning; a strong relationship between school-community, in which the experiences and previous knowledge of the student-workers in the training area are used as motivation and support so that the academic knowledge can be better learned; open communication between teachers and students and between the different students; and the sharing of spaces and materials.