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Representações de leitura e inclusão de jovens e adultos: análise do Programa PROJOVEM Urbano
| Content Provider | Semantic Scholar |
|---|---|
| Author | Gebran, Raimunda Abou Bressan, Itamar José |
| Copyright Year | 2018 |
| Abstract | O presente artigo faz parte de uma pesquisa que teve como objetivo analisar as representacoes de leitura sugeridas no material didatico-pedagogico do Programa Nacional de Inclusao de Jovens (Projovem Urbano - PJU), verificando varios sentidos a serem atribuidos nos textos e como estes favorecem a formacao cidada. O aporte teorico ancorado em Certeau (1998), Chartier (1990; 1991; 2009), Jodelet (2001) e Moscovici (2003) permitiu-nos visualizar e analisar os sentidos e os discursos que impulsionam as representacoes de leitura presentes no Manual do Educador e no Guia de Estudo Integrado, bem como ativar as praticas de leitura. A metodologia usada foi a qualitativa-interpretativa e os dados foram obtidos por meio da analise documental do material de apoio pedagogico para os educadores e educandos. As analises revelaram que os textos e atividades trazem temas e discussoes com potencial para o desenvolvimento de uma leitura critica da realidade, embora necessite da mediacao do professor para o aprofundamento das reflexoes a fim de tornar a aprendizagem mais significativa. Palavras-chave: Representacoes. Leitura. Educacao de Jovens e Adultos. Representations of reading and inclusion of youth and adults: analysis of the urban Projovem Program Abstract This article is part of a research that aimed to analyze the reading representations suggested in the didactic-pedagogical material of the National Youth Inclusion Program (Projovem Urbano-PJU), verifying several meanings to be attributed in the texts and how they favor Training. The theoretical contribution anchored in Certeau (1998), Chartier (1990, 1991 and 2009), Jodelet (2001), Moscovici (2003) allowed us to visualize and analyze the meanings and discourses that drive the reading representations present in the Educator's Manual And the Integrated Study Guide, as well as enabling reading practices. The methodology used was qualitative-interpretative and the data were obtained through documentary analysis of the pedagogical support material for educators and students. The analyzes revealed that the texts and activities bring themes and discussions with potential for the development of a critical reading of reality, although it requires the teacher's mediation to deepen the reflections in order to make learning more meaningful. Keywords: Representations, reading, Youth and Adult Education. |
| Starting Page | 47 |
| Ending Page | 74 |
| Page Count | 28 |
| File Format | PDF HTM / HTML |
| Volume Number | 12 |
| Alternate Webpage(s) | https://paginas.uepa.br/seer/index.php/cocar/article/download/1885/982 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
