Bøger af Hewerton Lopes

Die vorliegende Broschüre über Zuschüsse für die Eröffnung von Kursen der beruflichen und technischen Bildung in der Jugend- und Erwachsenenbildung (EPT/EJA) am Bundesinstitut von Paraná (IFPR) - Umuarama Campus ist das Ergebnis eines Forschungsprojekts im Rahmen eines Masterstudiums. Es entstand aus dem Bedürfnis heraus, einen Beitrag zur Analyse und Reflexion zu leisten, die von Fachleuten in der Jugend- und Erwachsenenbildung benötigt werden, um mit den Kursstrukturierungsausschüssen (CEC) zusammenzuarbeiten und die Ausweitung und Stärkung der Modalität zu fördern.Das Dokument soll all jene unterstützen und beraten, die am Prozess der Erstellung von Vorschlägen zur Kurseröffnung (PAC) und pädagogischen Kursprojekten (PPC) beteiligt sind, die die EJA in Verbindung mit der beruflichen Bildung einbeziehen, ohne jedoch andere wichtige Dokumente der Institution, wie das pädagogisch-politische Projekt (PPP) und das institutionelle Entwicklungsprojekt (PDI), ersetzen zu wollen. Seine Funktion ist eine andere und ergänzende, keine nebensächliche oder periphere - um EFA/YA als einen Raum für Kampf und öffentliche Politik zu verteidigen.

This book exposes the difficulties and possibilities involved in implementing a high school vocational and technical education course integrated with the Youth and Adult Education (EFA/EJA) modality. In order to do this, a diagnosis was made of the scenario of educational institutions offering secondary-level EJA in a municipality in Paraná-Brazil; in addition, the difficulties relating to the integrated curriculum in everyday life and the experiences of some teachers with EPT/EJA were investigated. The research adopted the dialectical method as its principle and philosophical basis, as well as a qualitative case study approach, which characterized it as exploratory and descriptive. Data collection was based on a review of the literature, documents and field research. The results indicate that there is a lack of initial and continuing training to work with the public in question, little experience and knowledge about the modality and the specificities surrounding it. The empirical research revealed many difficulties common to EFA/YA courses and the proposal for curricular integration.

This book looks at the use of theory classes in a traditionally practical subject by physical education teachers in the municipality of Umuarama-PR. The aim was to identify the percentage of theory classes used, the consensus among teachers in defining what corresponds to a theory class, whether there is resistance on the part of students to this methodology and, finally, to analyze the attitude and interpretation of teachers about the relevance of theory classes in the teaching and learning process. The method used was field research in which all the physical education teachers in the state public school system who work in secondary schools in Umuarama-PR were interviewed. The data presented aroused interest in how the relationship between theory and practice has been developed in physical education classes and what the possible consequences of an apparent dichotomy between the two might be in the school environment.

This Booklet of Subsidies for Opening Professional and Technical Education Courses in the Youth and Adult Education Modality (EPT/EJA) within the scope of the Federal Institute of Paraná (IFPR) - Umuarama Campus is the educational product resulting from a master's degree research project. It arose from the need to contribute to the analysis and reflection needed by professionals working in youth and adult education, to collaborate with the Course Structuring Committees (CEC), and to encourage the expansion and strengthening of the modality.The document seeks to offer support and advice to all those involved in the process of building Course Opening Proposals (PAC) and Pedagogical Course Projects (PPC) that involve EJA integrated with Vocational Education without, however, being intended to replace other important documents of the institution, such as the Pedagogical Political Project (PPP) and the Institutional Development Project (PDI). Its function is different and complementary, not minor or peripheral - in order to defend EFA/YA as a space for struggle and public policy.