Abrindo gaiolas: estudo de uma experiência invisibilizada da EJA

Abstract

This text introduce is the results of the research developed during the Master's Degree in Education and Teaching - PROMESTRE, in the line of Technological Education and Society. The general objective is to investigate the meanings attributed to the Centro Estadual de Educação Continuada CESEC, by the students and educators in the perspective of building knowledge of the network society considering their curricular demands. The use of digital information and communication technologies (TDICs) as pedagogical tools in public education networks is very incipient, most in its dialogue with the Education of Young People and Adults (EJA) and CESEC, where the resistance is much greater, because the rigid organization of the modules and the inheritance of the supplement. The search about the subject are advanced, however, have not yet consolidated in the field of EJA. On this perspective, this research examines successful experiences, but without visibility, that are under development in the state network of Minas Gerais. It is a study that discusses the insertion of the TDICs in the curriculum as a tool to empower the students of the CESECs. In this investigative context, can appropriate the concepts and discussions of Freire, Castells, Kenski, Da Silva, Oliveira and others. The investigation intended to permeate the subjects' gaze, considering the voices of learners who attend these educational spaces of continuing education and educators, co-responsible for the teaching-learning process. To get the study, It was decided for the use of bibliographical, documentary and field research. The methodological trajectory was based on the application of research questionnaires sent to the 103 CESEC units of the State of Minas Gerais. Questionnaires were then applied to the students and educators of the CESEC Caieiras units. The Centers are important emancipation spaces for young people, adults and the elderly that return to their studies in the historical moment in which digital information and communication technologies dominate. The difficulty of educators in making interdisciplinarity as an educational practice and the lack of security to deal with new technologies and incorporating them in their educational practices, the glimpse of digital technologies in school life, and the students' little concern to incorporate technology into the CESEC, are presented as significant attainment of this research.