THE LITERARY READING AT SCHOOL:
TRAINING READER CHILDREN UNDER THE BIAS OF TEACHING PRACTICE
DOI:
https://doi.org/10.22478/ufpb.2359-7003.2021v30n3.60341Keywords:
Literary reading. Reader training. Teaching practice.Abstract
The objective of this article is to discuss the understandings of Youth and Adult Education in Professional and Technological Education (EJA-EPT) from Bourdieu and Freire's conceptions, through a literature review that contemplates the production of articles and posters presented and published in the Proceedings of the National Association of Graduate Studies and Research in Education (ANPEd) with the time frame from 2010 to 2020. The information produced in this literature review is relevant for the verification of the academic production and scope of EJA-EPT. The works selected in the research were categorized as: implementation of PROEJA, EJA, inclusion, admission, integrated curriculum and training. It was observed that there is a resistance on the part of the teachers and, consequently, of the Federal Institutes for the offer of EJA, which leads to believe that the habitus inserted in these subjects, the male domination as well as the symbolic violence, sometimes silent. There is a gap in research aimed at complying with Decree 5.840 / 2006 and the enrollment rates in EJA-EPT recommended in the rules in force in the Network.
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