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Tertúlia Literária Dialógica : contribuições para a formação omnilateral de estudantes, na educação profissional do Instituto Federal de Brasília – Campus Taguatinga Centro, Programa Mulheres Mil - 2012
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Advisor(s)
Abstract(s)
Esta pesquisa se refere à investigação das contribuições obtidas no processo de formação
omnilateral de mulheres/estudantes do Programa Nacional Mulheres Mil, a partir do Projeto
de Extensão denominado “Tertúlia Literária Dialógica (TLD): educação democrática para
jovens e adultos a partir da leitura de obras da literatura clássica”, realizado no Campus
Taguatinga Centro, Instituto Federal de Brasília (IFB), em 2012. A TLD é uma atividade
cultural e educativa, surgida na Espanha no pós-guerra franquista. Ela consiste em círculos de
leitura coletiva de obras da literatura universal e tem como bases teóricas o conceito de
aprendizagem dialógica elaborado por Flecha, pautado fundamentalmente nas elaborações de
Paulo Freire sobre dialogicidade. Como principal objetivo o trabalho buscou identificar os
resultados da TLD, no processo de formação omnilateral daquele grupo de mulheres, que
estavam em qualificação profissional, no IFB. Para isso, a abordagem metodológica foi
qualitativa, mas trouxe também os dados quantitativos para ilustrar todo o processo. Dessa
forma, tivemos na análise documental o instrumento essencial para interpretação dos dados.
Os dois aspectos analisados no processo de realização da TLD para a promoção da formação
omnilateral foram: a transformação e o obstáculo. A partir desta investigação, a pesquisa traz
ações para melhoria da prática a fim de responder aos obstáculos encontrados. Em relação aos
teóricos, cujas formulações embasam esta pesquisa, são eles: Ramón Flecha, Paulo Freire,
Antonio Candido, Roseli Mello, Gaudêncio Frigotto, Eliezer Pacheco, Jane Pereira e Ana
Paula Andrade. Enfim, se considerou que, pautada nos princípios da aprendizagem dialógica,
a TLD é uma atividade que contribui definitivamente para a formação omnilateral,
respondendo qualitativa e quantitativamente à missão do IFB. Além disso, as inter-relações
pontuadas neste trabalho entre a TLD e as dimensões da formação omnilateral: trabalho,
ciência e cultura, enfatizam aquela atividade cultural e educativa como potencial instrumento
pedagógico para uma formação profissional, que se quer integral.
This research refers to the investigation of the contributions obtained in omnilateral formation process of women / students of the Mulheres Mil National Program, from the Extension Project called "Tertúlia Literária Dialógica (TLD): democratic education for youth and adults through the reading of classic literature" held at the Campus Taguatinga Centro, Federal Institute of Brasilia (IFB) in 2012. The TLD is a cultural and educational activity, which emerged in Spain in Francoism's postwar. It consists in collective reading circles of works of world literature and its theoretical basis is the Dialogic Learning concept developed by Flecha, fundamentally based on Paulo Freire’s elaborations about dialogicity. As the main objective, this study sought to identify the results of the TLD in omnilateral formation process of that group of women, who were in professional training at IFB. For this purpose, it was carried a qualitative research, but it also were brought quantitative data to illustrate the process. Thus, the documental analysis was the essential instrument for interpreting the data. The two aspects analyzed in the TLD of realization process to promote omnilateral training were: the transformation and the obstacle. From this investigation, the study brings actions for the practical improvement in order to respond to obstacles encountered. The scholars that support this research are: Flecha, Freire, Candido, Mello, Frigotto, Pacheco Pereira and Andrade. Anyway, it was considered that, based on the principles of dialogical learning, TLD is an activity that contributes definitely to omnilateral training, responding qualitatively and quantitatively to the IFB's mission. In addition, the interrelations considered in this work between the TLD and the dimensions of omnilateral formation: work, science and culture, emphasize that cultural and educational activity as a potential educational tool for professional training, which we want full.
This research refers to the investigation of the contributions obtained in omnilateral formation process of women / students of the Mulheres Mil National Program, from the Extension Project called "Tertúlia Literária Dialógica (TLD): democratic education for youth and adults through the reading of classic literature" held at the Campus Taguatinga Centro, Federal Institute of Brasilia (IFB) in 2012. The TLD is a cultural and educational activity, which emerged in Spain in Francoism's postwar. It consists in collective reading circles of works of world literature and its theoretical basis is the Dialogic Learning concept developed by Flecha, fundamentally based on Paulo Freire’s elaborations about dialogicity. As the main objective, this study sought to identify the results of the TLD in omnilateral formation process of that group of women, who were in professional training at IFB. For this purpose, it was carried a qualitative research, but it also were brought quantitative data to illustrate the process. Thus, the documental analysis was the essential instrument for interpreting the data. The two aspects analyzed in the TLD of realization process to promote omnilateral training were: the transformation and the obstacle. From this investigation, the study brings actions for the practical improvement in order to respond to obstacles encountered. The scholars that support this research are: Flecha, Freire, Candido, Mello, Frigotto, Pacheco Pereira and Andrade. Anyway, it was considered that, based on the principles of dialogical learning, TLD is an activity that contributes definitely to omnilateral training, responding qualitatively and quantitatively to the IFB's mission. In addition, the interrelations considered in this work between the TLD and the dimensions of omnilateral formation: work, science and culture, emphasize that cultural and educational activity as a potential educational tool for professional training, which we want full.
Description
Dissertação apresentada para obtenção a grau de Mestre na área de Educação Social e Intervenção Comunitária
Keywords
Tertúlia Literária Dialógica aprendizagem dialógica formação omnilateral educação profissional dialogical learning omnilateral formation professional training