Práticas curriculares significativas para a Educação de Jovens e Adultos: uma construção a partir de suas histórias de vida

Abstract

This research analyzes the possibility of creating meaningful curricular practices for the Youth and Adults' Education, starting from the students life stories. It adopts as theoretical reference, critical curriculum conceptions, deepening social formation concepts (ADORNO), subject-student, critical-transforming knowledge, emancipation/liberation (FREIRE, GRAMSCI). Works with narrative research with the purpose of characterizing personal experiences, expectations of social life and practices of teaching-learning, experienced by the subjects who take part of the this study and are linked to two public schools. The analysis of collected data, through letters/conversations/interviews, concerning life stories, emphasizes that the meaningful curriculum for an emancipatory education, in opposition to the dominant technical-instrumental/ banking education , is operationalized as a commitment to social life that values the voices, recognizes and incorporates the knowledge of the social experiences of students (searches / dreams / projects) in the teaching-learning process, as objects of knowledge. The effectiveness of this process finds its possibility implicated in "living together" as an organic and dialogic practice of collective construction of knowledge. A significant knowledge that emerges from the social practices and that requires a constant search for consistency between thinking and doing, make good use of time and space to think and learn and use evaluation as a critic to what is teached and learned. Finally, this study contributes to the discussion of emancipatory education for Youth and Adults Education, with the incorporation of knowledge of social experiences of the students as an essential knowledge to build meaningful teaching-learning practices that allows critical and creative participation of students in their school practices and other social practices