Informação e prática pedagógica: possibilidades e desafios no contexto da EJA

Abstract

This work was rendered aiming understand and discuss the existingrelationship between information and pedagogical practice of teachers engaged within the context of the program entitled Projeto Educação de Jovens e Adultos de Belo Horizonte (EJA-BH)1, established by the Education Office of Belo Horizonte county (SMED-BH). It was oriented to identify the informational behavior of those tutors participants of the program, as well as analyze the reflexes of this process into their pedagogical practice. The research was guided, within the context above, by a qualitative approach and designated as a case study having as foundation the formulations of Santos(2004), Ludke & Andre (2003) and Roese(1998). To the data acquisition and completion of this work it was used, methodologically, documentation research, observation of classroom activities and partially structured interviews with the selected participants. Furthermore, the data consolidation, analysis and discussion was carried out by means of the content analysis technique longing for produce a objective and systematic description of the participants point of view in order to interpret then (MINAYO, 2000). It was perceived based on the centrality of the research´s results that, beside the different concept realized by each teacher, they attributed to information a major role into the teach/learning process, notedlyregarding fulfill the needs interposed by the educational context. In addition to theseaspects is the learning of informational strategies used by these tutors in the information query process, the limitations endured to its effectiveness and the employment possibilities in class. As a whole, it was recognized that the information, on theses teachers perspective, is a essential element to the development of the pedagogical practice. Evinced, based on these parleys, the necessity and relevance of an effective dialogue between information and education once the interactionbetween these areas can integrate one expressive advance in the spheres of information science and education.