Educação de jovens e adultos à luz da relação trabalho e educação : concepções geográficas no processo de ensino-aprendizagem da EJA-projeto tarralfas

Abstract

This research presents as its theme the Popular Youth and Adult Education (Educação Popular de Jovens e Adultos) – EJA, based on the pedagogical ideas of educator Paulo Freire, in the context of the TarrAlfas Extension Project. It makes considerations about how the curricular pedagogical practices are related with the geographical conceptions with the knowledge that the students bring with them to the classroom for the systematization of knowledge in the context of EJA and how school geography has influenced and been used in the schooling process of Cologne Z10, located at Southern Pirangi, situated in the municipality Nísia Floresta. Was characterized here, the adult students of the referred Project, subjects of this research. Qualitative research was developed with a bibliographic and documentary nature, with on-site visit to Marina and Colônia of Pescadores Z10 in Southern Pirangi (RN) and also with field field classes, highlighting reflections on changes in adult education throughout history. Analyzed methodologies used by some literacy agents that act as facilitators in the referred Project, to discuss how these young people and adults learn through their experiences, traditions and labor relationships in the community. This academic work proved to be as specific as it was so broad when it encompasses EJA as the main theme in the context of Geography, permeating the fishing activities with its empirical/theoretical categories and bases, its class relations, revealing the different territories existing in the same geographical spatiality, with the categories of landscape, territory, space, region, place and community, with the circuits of the economy, with cartography, among others, relating them to their work activities in the process of basic literacy and literacy. Then concluded, that the Tarralfas Project contributed to the renewal of pedagogical practices that meet the needs of young people and adults in the phase of reading and writing acquisition, valuing their previous knowledge.

This research presents as its theme the Popular Youth and Adult Education (Educação Popular de Jovens e Adultos) – EJA, based on the pedagogical ideas of educator Paulo Freire, in the context of the TarrAlfas Extension Project. It makes considerations about how the curricular pedagogical practices are related with the geographical conceptions with the knowledge that the students bring with them to the classroom for the systematization of knowledge in the context of EJA and how school geography has influenced and been used in the schooling process of Cologne Z10, located at Southern Pirangi, situated in the municipality Nísia Floresta. Was characterized here, the adult students of the referred Project, subjects of this research. Qualitative research was developed with a bibliographic and documentary nature, with on-site visit to Marina and Colônia of Pescadores Z10 in Southern Pirangi (RN) and also with field field classes, highlighting reflections on changes in adult education throughout history. Analyzed methodologies used by some literacy agents that act as facilitators in the referred Project, to discuss how these young people and adults learn through their experiences, traditions and labor relationships in the community. This academic work proved to be as specific as it was so broad when it encompasses EJA as the main theme in the context of Geography, permeating the fishing activities with its empirical/theoretical categories and bases, its class relations, revealing the different territories existing in the same geographical spatiality, with the categories of landscape, territory, space, region, place and community, with the circuits of the economy, with cartography, among others, relating them to their work activities in the process of basic literacy and literacy. Then concluded, that the Tarralfas Project contributed to the renewal of pedagogical practices that meet the needs of young people and adults in the phase of reading and writing acquisition, valuing their previous knowledge.