Pedagogia de guerrilha: a luta em defesa da EJA pelo coletivo de professores dos centros de Educação de Jovens e Adultos do estado do Ceará (2014 – 2017)

Abstract

This doctoral thesis is inserted in the context of the studies on the Education of Youths and Adults. This is a research on the action of a collective of teachers in defense of Youth and Adult Education. The main research questions were: what are the contributions of the collective and politically engaged action of teachers to overcome distortions, discriminations and the restriction of the right to a better quality Education in the Youth and Adult Education Centers of Ceará? What is the context, the limits and the possibilities of this action? The political engagement of these teachers in the struggle in defense of these Centers can be considered as a Pedagogy: the Guerrilla Pedagogy? The objective of this study was to analyze the contributions of collective and politically engaged teachers and guerrilla pedagogy, as ways of overcoming distortions, discrimination and the restriction of the right to better quality education in the Youth and Adult Education Centers of Ceará, period from March 2014 to December 2017. It was a qualitative study, whose strategic for its accomplishment was the case study. The dialectic was used as the method of analysis, which led the research to show the latent constituents of the reality of the collective action of the YAEC teachers. Through the process of aturation of determinations, it was possible for the researcher to come into contact with the evidences and with the empiricism of the object, bringing to the fore the non visible elements of the reality under study. The instruments used to apprehend the studied reality were the participant observation adapted from the ethnographic method, the bibliographic and documentary analysis and the focal group. Theoretically the work is anchored in the works of Apple (2002, 2006), Ball (2011), Bogdan (1984), Di Pierro (2008, 2013), Franco (2010), Giroux (1986, 2000), Imbernón (2010, 2016), Lüdke and André (2013), MacLarem (1997), Paiva (2003), Paulo Neto 2008), among others. As a conclusion, the research analyzed that the action of the YAEC teachers' collective, was presented as something of extreme importance for the functioning and permanence of these Centers. The arguments, data, and other records contained in this thesis are reflections of the tradition of struggle of these teachers, which comes along a long walk, contributing for these schools to become school spaces that enable their students to (re) their self-esteem, schooling and, as a main result, their citizenship. This continuous action has shown, during the existence of the teachers' collective research, the fragilities of these schools regarding the operational and pedagogical aspects, repeatedly discussed in the set of documents that served as basis for this research. These documents were and continue to be produced during the process of teacher struggle, at each moment of challenge launched to these schools, above all, by the Education Department of Ceará. However, despite the work of resistance, the struggle strategy of these teachers, which I am calling a "guerrilla pedagogy", has demonstrated the importance of the collective action of these professionals, in order to qualify the school supply of EJA in the Education Centers of Youth and Adults of the State of Ceará.