Educação de jovens e adultos, ressignificação curricular e multiculturalismo: um estudo no Centro de Ensino Vicente Maia

Abstract

The research entitled "Youth and adult education, curricular resignification and multiculturalism: a study at the Vicente Maia Teaching Center", is part of the Graduate Program in Teaching and Learning Management in Basic Education - PPGEEB, Research Line Curriculum: teaching and learning in Basic Education, at the Federal University of Maranhão - UFMA. The general objective is to investigate the pedagogical practice of EJA teachers at the Vicente Maia Teaching Centre, in the face of the new composition of students, marked by the phenomenon of juvenilization and the consequent increase in social plurality, in order to use the conceptions of multiculturalism from an intercultural perspective as a curricular basis, with the aim of producing a Pedagogical Notebook in E-book format, containing didactic guidelines and suggestions for multicultural themes for application in the school context. And the specifics were: to draw up a socio-demographic profile of the EJA students at the school researched; to emphasize the possibilities and frontiers in the continuing education of EJA teachers, given the juvenilization of their students and their cultural background; to draw up a didactic-pedagogical notebook with multicultural themes, based on the experiences of the school community. The theoretical-conceptual framework is based on Arroyo (2006), Candau and Moreira (2010), Cortada (2013), Saviani and Galvão (2021), Dayrell (2006), Silva (2005), Paraíso (2023), Gabriel (2013), Sacristán (2000), Santomé (2012), Freire (1987), Mclaren (1997), Canen (2001), Carvalho (2019), among others. Participant observation, the application of questionnaires and semi-structured interviews were used as data collection, a training meeting was held and the subjects of the research were the teachers and students of the aforementioned educational institution. The product was a Pedagogical Notebook in E-book format entitled "Multicultural Curricular Activities for the EJA". The study points to the need to implement educational practices that take into account the cultural universe of EJA students, as a proposal for social inclusion via formal education.