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Abstract(s)
A presente tese inscreve-se no âmbito das pesquisas sobre políticas educacionais direcionadas aos jovens e adultos trabalhadores do Brasil. Trata de um estudo com os alunos egressos dos cursos técnicos do Programa Nacional de Integração da Educação Profissional à Educação Básica na modalidade de Educação de Jovens e Adultos – PROEJA- ensino médio, implantados na rede estadual do Mato Grosso em 2009. Este trabalho se justifica pela importância de se conhecer como se caracterizam as trajetórias escolares e profissionais de jovens adultos trabalhadores e, conhecer as estratégias de conciliação entre trabalho, família e escola. A investigação foi realizada numa abordagem qualitativa, através do método de estudos biográficos, com o uso de entrevista narrativa. Os dados recolhidos junto a grupo de trinta e oito diplomados em PROEJA no Estado de Mato Grosso, Brasil revelam-nos que os alunos, na sua maioria que frequentaram o PROEJA apresentam em comum: um histórico inicial de escolarização tardia, no meio rural; várias interrupções ao longo da trajetória decorrentes da condição social e financeira e que, provavelmente, são os elementos responsáveis, de que parte ou totalidade, dos estudos tenham se realizados na modalidade EJA - Educação de Jovens e Adultos, e que certamente também, os conduziu a realizar o PROEJA. A busca pelo ensino médio profissionalizante é marcada por falta de outras opções escolares, pela necessidade de melhor colocação no mundo do trabalho e a mobilidade social, bem como reconhecimento social de sucesso escolar. No campo profissional evidencia-se a manutenção ou baixa alteração quanto ao tipo de ocupação, vínculo laboral ou salário revelando desta forma a tensão entre a retórica discursiva que legitima o PROEJA e os efeitos desta formação sobre as biografias dos diplomados, que vêem frustadas as suas expetativas de mobilidade socioprofissional.
This thesis falls within the scope of research on educational policies directed at young people and adult workers in Brazil. It is a study of the former students of technical courses of the National Programme of Integration of Vocational Ed ucation to Basic Education in the form of Youth and Adult Education - PROEJA - high school, deployed in the network state of Mato Grosso in 2009. This work justifies itself due to the importance of knowing how to characterize the school trajectories of youn g adults workers and to understand the strategies of reconciliation between work, family and school. The investigation was performed in a qualitative approach, using the method of biographical studies using narrative interview. The data, collected from the group of thirty - eight graduates PROEJA in Mato Grosso, Brazil, tell us what students who attended PROEJA, mostly have in common: an early history of late enrollment, in the middle of a rural area; several stops along the trajectory resulting from social an d financial conditions and that probably are responsible elements, partly or fully, of the studies have to made in EJA mode - Youth and Adult Education, and certainly also led the conducting PROEJA. The search for the a professionalizing high school is marked by lack of other options, the need for better placement in the labor market and social mobility as well as social recognition of academic success. It is highlighted, in the professional fields, the maintenance or low change in the type of occupation, e mployment or salary revealing this way the tension between discursive rhetoric that legitimizes PROEJA and the effects of training on the biographies of graduates who see frustrated their expectations of socio - professional mobility.
This thesis falls within the scope of research on educational policies directed at young people and adult workers in Brazil. It is a study of the former students of technical courses of the National Programme of Integration of Vocational Ed ucation to Basic Education in the form of Youth and Adult Education - PROEJA - high school, deployed in the network state of Mato Grosso in 2009. This work justifies itself due to the importance of knowing how to characterize the school trajectories of youn g adults workers and to understand the strategies of reconciliation between work, family and school. The investigation was performed in a qualitative approach, using the method of biographical studies using narrative interview. The data, collected from the group of thirty - eight graduates PROEJA in Mato Grosso, Brazil, tell us what students who attended PROEJA, mostly have in common: an early history of late enrollment, in the middle of a rural area; several stops along the trajectory resulting from social an d financial conditions and that probably are responsible elements, partly or fully, of the studies have to made in EJA mode - Youth and Adult Education, and certainly also led the conducting PROEJA. The search for the a professionalizing high school is marked by lack of other options, the need for better placement in the labor market and social mobility as well as social recognition of academic success. It is highlighted, in the professional fields, the maintenance or low change in the type of occupation, e mployment or salary revealing this way the tension between discursive rhetoric that legitimizes PROEJA and the effects of training on the biographies of graduates who see frustrated their expectations of socio - professional mobility.
Description
Tese de doutoramento, Educação (Formação de Adultos), Universidade de Lisboa, Instituto de Educação, 2016
Keywords
Teses de doutoramento - 2016